Process and Product: Fourth Graders Making Meaning of Social Studies Texts

• In Event: 25.071 - Research in Reading Comprehension

Abstract

“Data-based instructional decisions" are the gold standard in today’s high stakes learning environments. However, data collected is often outcome- as opposed to process-based, despite both being foci for academic standards. In this study, we use verbal protocol methodology to explore 12, fourth-grade students’ use of strategies to answer text-based questions about social studies texts. Results of the study indicate readers with similar ERQ results often employ very different patterns of strategy use. Similarly, it is also apparent that similar patterns of strategy use can result in disparate performances on outcome measures. Results support the theory that meaning is created through complex interactions between the reader, text, and context. Implications include the need to reexamine the use of one-size-fits-all instructional models.

Authors

• Kathryn Roberts, Wayne State University

• Kristy Brugar, University of Oklahoma