Critical Reading of Informational Texts Scaffold: Evaluating the Efficacy of an Instructional Scaffold for Reading Multiple Scientific Texts

• In Event: Literacy Strategies and Interventions: Reading and Text Comprehension

Abstract

Developing critical processing of online information is one important mission of schooling in the 21st century. However, science teachers often lack an instructional tool they can integrate into existing curriculum to support students' information processing. This study aims to examine the efficacy of the Critical Reading of Informational Texts (CRIT) scaffold on students’ critical information processing. The CRIT scaffold was designed to support both critical evaluation and integration of online scientific information using theoretically-driven and empirically-proven strategies. Initial efficacy evidence demonstrated that students who used the scaffold were more likely to support evidence-based conclusions about GMOs, weigh evidence using source and information quality, and engage in refutation by countering specific claims based on why it is flawed.

Authors

• Vanessa Wanchanit Vongkulluksn, University of Nevada - Las Vegas
  Presenting Author

• Christina Nishiyama, University of Nevada - Las Vegas
  Presenting Author

• Monica Ceja Rodriguez, University of Nevada - Las Vegas
  Presenting Author

• Michael Nussbaum, University of Nevada - Las Vegas
  Non-Presenting Author