東華大學圖書館 |

Examining the Effects of Text Genre, Prior Knowledge, and Perceived Interestingness on Students' Acquisition of High-Level Comprehension.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining the Effects of Text Genre, Prior Knowledge, and Perceived Interestingness on Students' Acquisition of High-Level Comprehension./
作者:	Li, Mengyi.
面頁冊數:	1 online resource (220 pages)
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28097116click for full text (PQDT)
ISBN:	9798662458826

Examining the Effects of Text Genre, Prior Knowledge, and Perceived Interestingness on Students' Acquisition of High-Level Comprehension.
Li, Mengyi.

Examining the Effects of Text Genre, Prior Knowledge, and Perceived Interestingness on Students' Acquisition of High-Level Comprehension. - 1 online resource (220 pages)

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2017.

Includes bibliographical references

The ability to read critically and comprehend text at higher levels is central to achieving academic excellence. However, students often struggle when conducting essential tasks, such as making complex inferences, examining arguments, or vetting sources, during the process of comprehending complex, content-rich texts (e.g., expository texts). Text-based discussions have been shown by prior research to effectively promote students' basic and high-level comprehension as well as critical-analytic thinking about and around text. However, very few studies have been conducted to examine the effects of text genre, knowledge, and interest on students' high-level comprehension as mediated by text-based discussions. Therefore, the goal of this dissertation study was to investigate the effects of text and learner characteristics on students' acquisition of high-level comprehension. Specifically, the present study controlled for text topic and examined the degree to which text genre, topic knowledge, and perceived interestingness influenced students' achievement in reading comprehension as evidenced by discourse elements during small-group text-based discussions as well as post-discussion comprehension measures. Two fourth-grade teachers and their 28 students from a private elementary school in the northeastern United Stated consented to participate in the study. The current study employed a single group, repeated measures design in which students read three texts and conducted QT discussions on the text every other week for six weeks in total. The three texts were written in different genres (i.e., expository, narrative, and mixed) on the same topic. Data concerning student discourse, post-discussion reading assessments, as well as measures of topic knowledge and perceived interestingness were collected at three time points. Piecewise multilevel modeling was employed to analyze changes in students' discourse and reading performance due to text genre by incorporating variables at different levels. Regarding the effect of text genre on students' acquisition of high-level comprehension, the results suggested that a) students performed best with narrative text regarding high-level comprehension, especially the coconstruction of exploratory talk; b) students performed better with mixed genre text than with expository text regarding high-level comprehension, especially the generation of elaborated explanations; c) the number of authentic questions raised by students during discussions did not differ statistically significantly by text genre; d) students scored statistically significantly higher on the post-discussion reading comprehension measures with narrative and mixed texts, compared to the expository text. Moreover, pertaining to the effects of prior knowledge and perceived interestingness of students' acquisition of high-level comprehension, the results indicated that a) students' personal connection to the text was a positive predictor of their production of elaborated explanations during discussions; b) students' personal connection to the text was a negative predictor of their participation in exploratory talk; and c) topic knowledge scores positively predicted students' post-discussion comprehension scores. Several auxiliary findings were also addressed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798662458826Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Reading comprehensionIndex Terms--Genre/Form:

542853
Electronic books.

Examining the Effects of Text Genre, Prior Knowledge, and Perceived Interestingness on Students' Acquisition of High-Level Comprehension.
LDR:04689nmm a2200361K 4500 001 2364539
005 20231130105830.5
006 m o d
007 cr mn ---uuuuu
008 241011s2017 xx obm 000 0 eng d
020 $a 9798662458826
035 $a (MiAaPQ)AAI28097116
035 $a AAI28097116
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Li, Mengyi. $3 3705348
245 1 0 $a Examining the Effects of Text Genre, Prior Knowledge, and Perceived Interestingness on Students' Acquisition of High-Level Comprehension.
264 0 $c 2017
300 $a 1 online resource (220 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Murphy, P. Karen.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2017.
504 $a Includes bibliographical references
520 $a The ability to read critically and comprehend text at higher levels is central to achieving academic excellence. However, students often struggle when conducting essential tasks, such as making complex inferences, examining arguments, or vetting sources, during the process of comprehending complex, content-rich texts (e.g., expository texts). Text-based discussions have been shown by prior research to effectively promote students' basic and high-level comprehension as well as critical-analytic thinking about and around text. However, very few studies have been conducted to examine the effects of text genre, knowledge, and interest on students' high-level comprehension as mediated by text-based discussions. Therefore, the goal of this dissertation study was to investigate the effects of text and learner characteristics on students' acquisition of high-level comprehension. Specifically, the present study controlled for text topic and examined the degree to which text genre, topic knowledge, and perceived interestingness influenced students' achievement in reading comprehension as evidenced by discourse elements during small-group text-based discussions as well as post-discussion comprehension measures. Two fourth-grade teachers and their 28 students from a private elementary school in the northeastern United Stated consented to participate in the study. The current study employed a single group, repeated measures design in which students read three texts and conducted QT discussions on the text every other week for six weeks in total. The three texts were written in different genres (i.e., expository, narrative, and mixed) on the same topic. Data concerning student discourse, post-discussion reading assessments, as well as measures of topic knowledge and perceived interestingness were collected at three time points. Piecewise multilevel modeling was employed to analyze changes in students' discourse and reading performance due to text genre by incorporating variables at different levels. Regarding the effect of text genre on students' acquisition of high-level comprehension, the results suggested that a) students performed best with narrative text regarding high-level comprehension, especially the coconstruction of exploratory talk; b) students performed better with mixed genre text than with expository text regarding high-level comprehension, especially the generation of elaborated explanations; c) the number of authentic questions raised by students during discussions did not differ statistically significantly by text genre; d) students scored statistically significantly higher on the post-discussion reading comprehension measures with narrative and mixed texts, compared to the expository text. Moreover, pertaining to the effects of prior knowledge and perceived interestingness of students' acquisition of high-level comprehension, the results indicated that a) students' personal connection to the text was a positive predictor of their production of elaborated explanations during discussions; b) students' personal connection to the text was a negative predictor of their participation in exploratory talk; and c) topic knowledge scores positively predicted students' post-discussion comprehension scores. Several auxiliary findings were also addressed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Reading instruction. $3 2122756
650 4 $a Educational psychology. $3 517650
653 $a Reading comprehension
653 $a Text-based discussions
653 $a Critical-analytic thinking
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0525
690 $a 0535
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertations Abstracts International $g 82-01A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28097116 $z click for full text (PQDT)