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Using Narrative Writing Instruction ...

Congdon, Paula M.

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Using Narrative Writing Instruction to Improve Reading Engagement and Comprehension: A Formative and Design Experiment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using Narrative Writing Instruction to Improve Reading Engagement and Comprehension: A Formative and Design Experiment./
作者:	Congdon, Paula M.
面頁冊數:	294 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3723408
ISBN:	9781339061528

Using Narrative Writing Instruction to Improve Reading Engagement and Comprehension: A Formative and Design Experiment.
Congdon, Paula M.

Using Narrative Writing Instruction to Improve Reading Engagement and Comprehension: A Formative and Design Experiment. - 294 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ph.D.)--Cardinal Stritch University, 2015.

This two-year formative and design experiment (Reinking & Bradley, 2008) studied the relationship between narrative writing instruction and reading comprehension among rural fifth graders to investigate why some students who can read short text cannot comprehend book-length text at the same readability level. Relevant factors were the students' lack of engagement (Guthrie & Wigfield, 2005) in the secondary story world (Benton, 1992) and poor understanding of text cohesion (Graesser, 2003). The hypothesis was that an increase in students' narrative writing proficiency would improve their reading engagement and comprehension. These questions framed the study: (a) What is the relationship between standardized narrative writing scores and reading comprehension scores? (b) How does an increase in the quality of students' narrative writing affect engagement in book-length text and reading comprehension? and (c) What are the quantitative and qualitative differences in narrative writing and reading comprehension between below-average readers and above-average readers?

ISBN: 9781339061528Subjects--Topical Terms:

516579
Education.

Using Narrative Writing Instruction to Improve Reading Engagement and Comprehension: A Formative and Design Experiment.
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245 1 0 $a Using Narrative Writing Instruction to Improve Reading Engagement and Comprehension: A Formative and Design Experiment.
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500 $a Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
500 $a Adviser: Janice J. Strop.
502 $a Thesis (Ph.D.)--Cardinal Stritch University, 2015.
520 $a This two-year formative and design experiment (Reinking & Bradley, 2008) studied the relationship between narrative writing instruction and reading comprehension among rural fifth graders to investigate why some students who can read short text cannot comprehend book-length text at the same readability level. Relevant factors were the students' lack of engagement (Guthrie & Wigfield, 2005) in the secondary story world (Benton, 1992) and poor understanding of text cohesion (Graesser, 2003). The hypothesis was that an increase in students' narrative writing proficiency would improve their reading engagement and comprehension. These questions framed the study: (a) What is the relationship between standardized narrative writing scores and reading comprehension scores? (b) How does an increase in the quality of students' narrative writing affect engagement in book-length text and reading comprehension? and (c) What are the quantitative and qualitative differences in narrative writing and reading comprehension between below-average readers and above-average readers?
520 $a The evidence suggested a clear and meaningful relationship between reading and writing with a correlation of 0.718. Regression analysis indicated that a one-point gain on the standardized writing assessment would likely result in a 3.5 point gain in reading comprehension for below-average readers, and a 1.9 point gain for above-average readers. A pretest to posttest comparison from the narrative writing intervention was analyzed using a MANOVA and showed that the gains on the standardized reading and writing measures were greater for the above-average readers in the treatment group; however, for the below-average readers, gains were greater in the control group. A total of 295 examples from students' writing revealed differences based on reading level; above-average readers used inferences to communicate the mental states of their characters four times more often than below-average readers. Analysis of the narrative writing samples from the intervention brought forward this interesting hypothesis: inferential comprehension in longer fiction may be related to the readers' engagement and their observation of the changes in the mental states of the characters as it impacts the plot. Implications for further consideration include closing the gap between theory and practice, assessing reading comprehension, and using chapter books in reading instruction.
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