Improving Students' Reasoning About Text-Based Evidence: Results From Two Intervention Studies

• In Event: Poster Session 4: Reading and Reasoning Across Sources

Abstract

In two studies, we examine the effects of a brief intervention on students’ reasoning about text-based evidence. In Study 1, we found that the intervention successfully improved students’ identification of four different types of evidence (i.e., anecdotal, descriptive, correlational, causal). Study 2 replicated Study 1 and further examined whether the effect of the intervention manifest when students complete a multiple text reading-writing task. The positive effect on students’ evidence identification was again found in Study 2. Nevertheless, this effect did not transfer to students’ multiple text reading-writing performance.

Authors

• Hongcui Du, Florida State University

• Alexandra List, The Pennsylvania State University