TY - JOUR
T1 - Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension
AU - LaRusso, Maria
AU - Kim, Ha Yeon
AU - Selman, Robert
AU - Uccelli, Paola
AU - Dawson, Theo
AU - Jones, Stephanie
AU - Donovan, Suzanne
AU - Snow, Catherine
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305F100026 to the Strategic Educational Research Partnership Institute and grant R305F100005 to Educational Testing Service as part of the Reading for Understanding Research Initiative. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Publisher Copyright:
© 2016, © Taylor & Francis Group, LLC.
PY - 2016/4/2
Y1 - 2016/4/2
N2 - ABSTRACT: Deep reading comprehension refers to the process required to succeed at tasks defined by the Common Core State Literacy Standards, as well as to achieve proficiency on the more challenging reading tasks in the Program for International Student Assessment (PISA) framework. The purpose of this study was to test the hypothesis that three skill domains not frequently attended to in instruction or in theories of reading comprehension—academic language, perspective taking, and complex reasoning—predict outcomes on an assessment of deep reading comprehension. The Global Integrated Scenario-based Assessment (GISA; O'Reilly, Weeks, Sabatini, Halderman, & Steinberg, 2014) is designed to reflect students' abilities to evaluate texts, integrate information from an array of texts, and use textual evidence to formulate a position, all features of deep reading comprehension. We tested the role of academic language, perspective taking, and complex reasoning in explaining variance in end-of-year GISA scores, controlling for beginning-of-year scores and student demographics. All three predictors explained small, but significant, amounts of additional variance. We suggest that these three skill domains deserve greater attention in theories of reading comprehension and in instruction.
AB - ABSTRACT: Deep reading comprehension refers to the process required to succeed at tasks defined by the Common Core State Literacy Standards, as well as to achieve proficiency on the more challenging reading tasks in the Program for International Student Assessment (PISA) framework. The purpose of this study was to test the hypothesis that three skill domains not frequently attended to in instruction or in theories of reading comprehension—academic language, perspective taking, and complex reasoning—predict outcomes on an assessment of deep reading comprehension. The Global Integrated Scenario-based Assessment (GISA; O'Reilly, Weeks, Sabatini, Halderman, & Steinberg, 2014) is designed to reflect students' abilities to evaluate texts, integrate information from an array of texts, and use textual evidence to formulate a position, all features of deep reading comprehension. We tested the role of academic language, perspective taking, and complex reasoning in explaining variance in end-of-year GISA scores, controlling for beginning-of-year scores and student demographics. All three predictors explained small, but significant, amounts of additional variance. We suggest that these three skill domains deserve greater attention in theories of reading comprehension and in instruction.
KW - academic language
KW - perspective taking
KW - reading comprehension
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U2 - 10.1080/19345747.2015.1116035
DO - 10.1080/19345747.2015.1116035
M3 - Article
AN - SCOPUS:84962052419
VL - 9
SP - 201
EP - 222
JO - Journal of Research on Educational Effectiveness
JF - Journal of Research on Educational Effectiveness
SN - 1934-5747
IS - 2
ER -