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Rainey, Emily C.; Storm, Scott – Literacy Research and Instruction, 2021
In this exploratory case study, the authors employed an "interpretive communities" lens to investigate the ways in which 12 high school English teachers of one district read and reasoned with literary works. Primary data sources were verbal protocol interviews and semistructured interviews. Analysis revealed that the focal teachers…
Descriptors: High School Teachers, English Teachers, Literacy Education, Content Area Reading
Matheson, Ian A.; MacCormack, Jeffrey – Reading Psychology, 2020
The present study focused on examining how individuals make adaptations while reading non-linear graphic text by examining the role of executive functioning, as well as identifying and describing the reading processes individuals use while reading. Sixty-seven students in Grades 9 through 12 engaged in verbal reporting while reading graphic text,…
Descriptors: High School Students, Adolescents, Public Schools, Executive Function
Dahl, Amanda C.; Carlson, Sarah E.; Renken, Maggie; McCarthy, Kathryn S.; Reynolds, Erin – Language, Speech, and Hearing Services in Schools, 2021
Purpose: Complex features of science texts present idiosyncratic challenges for middle grade readers, especially in a post-Common Core educational world where students' learning is dependent on understanding informational text. The primary aim of this study was to explore how middle school readers process science texts and whether such…
Descriptors: Science Materials, Textbooks, Difficulty Level, Readability
Hare, Jill L. – AERA Online Paper Repository, 2017
Guided and grounded by Eisner's 1982 "Model of Transactions Between the Individual and the Environment," this paper explores how students negotiate perceptions of meaning that are both internalized through the art of reading a text and experienced through individualized transactions of representational and conceptual comprehension.…
Descriptors: Reading Processes, Reading Comprehension, Reader Text Relationship, Language Arts
Goodwin, Amanda P.; Cho, Sun-Joo; Reynolds, Dan; Brady, Katherine; Salas, Jorge – American Educational Research Journal, 2020
This study explores digital and paper reading processes and outcomes for 371 fifth to eighth graders completing a reading task similar to standardized testing. Results showed students highlighted and annotated more when reading the paper versus digital text. Also, reading on paper versus digitally was slightly supportive of reading comprehension…
Descriptors: Reading Processes, Printed Materials, Electronic Learning, Correlation
Blikstad-Balas, Marte; Klette, Kirsti; Roe, Astrid – AERA Online Paper Repository, 2017
The present study investigates the use of authentic texts (fiction and non-fiction) in 180 video-recorded language arts lessons across 46 secondary classrooms in Norway. It assesses how the texts are used and what kind of language arts-related activities and discourses students are engaging in. The study finds that a majority of the lessons do not…
Descriptors: Authentic Learning, Textbooks, Reader Text Relationship, Learning Activities
Giovanelli, Marcello; Mason, Jessica – English in Education, 2015
This article explores reading in the English classroom through a cognitive linguistic lens. In particular, we consider how students' ability to engage with a text, which we term authentic reading, can be facilitated or restricted. We draw on two case studies featuring Year 7 students working with the novel Holes (Sachar 2000), and the short story…
Descriptors: Reader Text Relationship, Learner Engagement, Foreign Countries, Literary Genres
Hinchman, Kathleen A.; Moore, David W. – Journal of Adolescent & Adult Literacy, 2013
Implementation of Common Core State Standards in English Language Arts across most of the United States has yielded the rapid creation of new, interconnected literacy assessments, curriculum guidelines, instructional materials, teacher preparation programs, teacher evaluation systems, and professional development. This essay explores two…
Descriptors: Teaching Methods, State Standards, Language Arts, Reading Instruction
Yoo, Monica S. – Journal of Adolescent & Adult Literacy, 2015
This case study examines how Ashley, a ninth-grade student, uses and applies metacognitive strategies for comprehension as she reads three different texts: a literary narrative, a history text, and a newspaper article. Interviews and think-aloud protocols were administered to investigate how the student thought about and enacted a variety of…
Descriptors: Literary Genres, Reading Strategies, Reading Comprehension, Metacognition
White, Sheida – Literacy Research and Instruction, 2012
This article presents 34 characteristics of texts and tasks ("text features") that can make continuous (prose), noncontinuous (document), and quantitative texts easier or more difficult for adolescents and adults to comprehend and use. The text features were identified by examining the assessment tasks and associated texts in the national…
Descriptors: Reading Comprehension, Reading Skills, Reader Text Relationship, Adult Literacy
Schroeder, Sascha – Journal of Educational Psychology, 2011
This study investigated the reading behavior of 15-year-old students while reading texts and answering corresponding multiple-choice questions. The availability of the texts during question answering was manipulated experimentally. Allocation of resources to several cognitive processes at the word, sentence, and text level was measured by…
Descriptors: Foreign Countries, Reading Comprehension, Verbal Ability, Time
Baram-Tsabari, Ayelet; Yarden, Anat – Journal of Research in Science Teaching, 2005
Learning using primary literature may be a way of developing a capacity for scientific ways of thinking among students. Since reading research articles is a difficult task for novices, we examined the possible benefits of learning using primary literature versus secondary literature, particularly with respect to their influence on the creation and…
Descriptors: Prior Learning, Scientific Research, Negative Attitudes, Scientific Literacy
Janssen, Tanja; Braaksma, Martine; Rijlaarsdam, Gert – European Journal of Psychology of Education, 2006
In this study we examined how good and weak students of literature interact with short literary stories. We focused on differences in the use of cognitive and affective reading activities, and in the extent to which good and weak students adapt their activities to (parts of) the story they are reading. 19 Dutch tenth-grade students from 8 classes…
Descriptors: Statistical Analysis, Grade 10, Literature, Secondary Education