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Literature in the Classroom: What Instructional Practices Foster Improved Reading, Writing, and Critical Thinking Skills?

Description
The purpose of this study is to determine the types of classroom instructional activities commonly used in teaching literature. Data were collected at ASU Preparatory High School. The study determined that literature-based lessons and activities fall under three categories: reading, writing, and discussion. Classroom observations revealed that reading, writing, and…

The purpose of this study is to determine the types of classroom instructional activities commonly used in teaching literature. Data were collected at ASU Preparatory High School. The study determined that literature-based lessons and activities fall under three categories: reading, writing, and discussion. Classroom observations revealed that reading, writing, and discursive activities were designed to promote higher-ordering thinking. These activities included silent reading, annotating text, reading aloud, keeping reading response journals, practicing essay writing, and participating in Socratic discussion. The teachers at ASU Prep used the listed activities with the intent to challenge their English students to engage in active learning, to improve reading, writing, and discursive skills, and promote critical thinking skills.
ContributorsSarik, Vivian Roathany (Author) / Blasingame, James (Thesis director) / Ingram-Waters, Mary (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Department of English (Contributor)
Created2015-05
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A Comparison of Self-Explanation and Note-Taking for Improving Scientific Text Comprehension

Description
The present studies experimentally compared the effectiveness of self-explaining versus taking notes for improving comprehension of a difficult science among readers who varied in prior knowledge, reading skill, and later vocabulary skill. Study 1 (N = 70) examined how instructions to simply “note-take” or “self-explain” influenced text-based and inferential…

The present studies experimentally compared the effectiveness of self-explaining versus taking notes for improving comprehension of a difficult science among readers who varied in prior knowledge, reading skill, and later vocabulary skill. Study 1 (N = 70) examined how instructions to simply “note-take” or “self-explain” influenced text-based and inferential comprehension. Task did not influence comprehension performance but, as expected, readers with higher science prior knowledge outperformed their less knowledgeable peers, who also earned lower scores on inferential questions compared to text-based questions. To replicate and extend these findings, Study 2 (N = 60) provided readers with more specific, distinct instructions and examples for self-explanation and note-taking tasks prior to engaging in the same task. The results showed that, in the self-explanation task, high-knowledge readers outperformed low-knowledge readers on the text-based questions. These results suggest that self-explanation supported more knowledgeable and skilled readers for text-based questions.
ContributorsGoblirsch, Emily (Author) / McNamara, Danielle (Thesis director) / Butterfuss, Reese (Committee member) / Barrett, The Honors College (Contributor) / Department of English (Contributor) / Department of Psychology (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor)
Created2022-05