Active Comprehension: Problem-Solving Schema with Question Generation for Comprehension of Complex Short Stories

Singer, Harry; Donlan, Dan

doi:10.2307/747482

Cited by 145 publications

(89 citation statements)

References 13 publications

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“…Students experiencing the revised lessons demonstrated greater story recall and performance on forced-choice comprehension questions than students who completed the lesson in its original format. Other investigations in which story grammar was used to craft questions, to prompt students to create their own story questions, or to promote story retellings demonstrate that children's and adolescents' narrative comprehension can be enhanced through such procedures (Bow-man, 1981;Morrow, 1984Morrow, , 1986Nolte & Singer, 1985;Singer & Donlan, 1982).…”

Section: Story Structure and Comprehensionmentioning

confidence: 99%

Story Map Instruction Using Children's Literature: Effects on First Graders' Comprehension of Central Narrative Elements

Baumann¹,

Bergeron

1993

Journal of Reading Behavior

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This study investigated the effectiveness of instruction in story mapping as a means to promote first-grade students' comprehension of central story elements in children's literature. Participants were 74 children in four first-grade classrooms, which were randomly assigned to one of four groups: (a) a Story Mapping 1 (SM1) group, in which students were taught to construct story maps for unadapted, unabridged children's stories they had read; (b) a Story Mapping 2 (SM2) group, which involved the same instruction as SM1 but included using story maps to compose stories; (c) a Directed Reading-Thinking Activity (DRTA) comparison strategy group, in which students read the same stories according to a predict-verify procedure; or (d) a directed reading activity (DRA) instructed control group, in which students engaged in a noninteractive, guided reading of stories. Quantitative analyses were conducted on five whole-sample dependent measures: an important idea test on a parsed story, a wh-question test of central story elements, a summary selection task, an important story element recognition test, and a delayed wh-question test. Results revealed that (a) some form of active comprehension instruction (SM1, SM2, or DRTA) was superior to the controlgroup DRA on most measures, (b) story mapping (SMI and SM2) students consistently outperformed DRA controls, (c) story mapping was superior to DRTA on some measures but not on others, and (d) SM1 and SM2 groups did not differ on any measure. Qualitative data from student interviews generally supported these findings. It was concluded that instruction in story mapping is an effective instructional strategy for promoting first-grade students' ability to identify central narrative elements in authentic children's literature. 407

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Section: Story Structure and Comprehensionmentioning

confidence: 99%

Story Map Instruction Using Children's Literature: Effects on First Graders' Comprehension of Central Narrative Elements

Baumann¹,

Bergeron

1993

Journal of Reading Behavior

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“…Using prior knowledge (Anderson & Pearson, 1984), and posing questions as they explore their environment, engaged readers are involved in a process of searching (Singer & Donlan, 1982). They read multiple texts, examine a variety of documents, and extract critical details (Guthrie, Weber, & Kimmerly, 1993).…”

mentioning

confidence: 99%

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

Guthrie

Meter²,

Hancock

et al. 1998

Journal of Educational Psychology

103

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The authors define reading engagement as the mutual support of motivations, strategies, and conceptual knowledge during reading. To increase reading engagement, a collaborative team designed a year-long integration of reading/language arts and science instruction (Concept-Oriented Reading Instruction, CORI). The authors compared students who received this instruction to similar students who received traditionally organized instruction aimed toward the same objectives. A path analysis showed that CORI had a positive effect on strategy use and text comprehension for students at Grades 3 and 5 when accounting for past achievement and prior knowledge. CORI also had a positive, indirect effect on conceptual knowledge mediated by strategy use, and this instruction facilitated conceptual transfer indirectly through several paths simultaneously. The findings are discussed in relation to a growing literature on instructional contexts for motivated strategy use and conceptual learning from text. The term engagement in reading refers to the motivated use of strategies and conceptual knowledge during reading. These processes operate dynamically, increasing over time. The engaged reader is in a continual process of activating and extending his or her conceptual understanding. As the individual reads, he or she acquires core knowledge that lies at the heart of the domain (Alexander, Schallert, & Hare, 1991; Chi, DeLeeuw, Chiu, & Lavancher, 1994). For example, conceptual knowledge of a topic such as adaptation includes information about species, habitats, life cycles, and evolutionary change. Particular propositions about a species and its habitat are related to each other, and broad principles form a network of understanding (Alexander, Jetton, & Kulikowich, 1996; Chi et al., 1994). From our perspective, conceptual transfer occurs when the student uses conceptual knowledge to address a new question or to solve a problem. Engaged readers use and regulate strategies to enhance their conceptual understanding. Using prior knowledge (Anderson & Pearson, 1984), and posing questions as they explore their environment, engaged readers are involved in a process of searching (Singer & Donlan, 1982). They read multiple texts, examine a variety of documents, and extract critical details (Guthrie, Weber, & Kimmerly, 1993). As engaged readers succeed in searching, they use strategies for integrating information (Dole, Duffy, Roehler, & Pearson, 1991) from expository and narrative texts (Graesser, Gold

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“…Singer and Donlan (1982), for instance, taught eleventh-grade students general text-based questions, such as 'Who is the leading character? ', 'What is the leading character trying to accomplish in the story?'…”

Section: Literature Teaching In Vietnammentioning

confidence: 99%

Effects of self-questioning on EFL students’ engagement in literary reading /Los efectos del autocuestionamiento en la lectura comprometida de textos literarios de estudiantes de inglés como lengua extranjera

Nguyên

Janssen

Rijlaarsdam

et al. 2016

Cultura y Educación

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This study examines the effects of self-questioning on EFL students' literary reading engagement. Two interventions were tested: (1) students generating questions while reading short stories, and then exploring their questions in small-groups; and (2) students generating questions while reading, and then reflecting through a free writing activity. Participants were 59 Vietnamese undergraduate students enrolled in an English as a foreign language course. A pre-test post-test control group design with switching replications was used, with a control condition in which the teacher (instead of the students) posed the questions. Students' reading engagement was measured by a written response to a short story and a questionnaire. Results showed that both self-questioning interventions positively influenced students' reading engagement compared to the control condition. A maintenance of effects was also observed. We conclude that self-questioning combined with group discussions or free writing promotes students' reading engagement.Keywords: self-questioning; English as a foreign language; literary reading; reading engagementResumen: Este estudio analiza los efectos del auto-cuestionamiento en la lectura de textos literarios de estudiantes de inglés como lengua extranjera. En el estudio se evalúan dos intervenciones: (1) los estudiantes formulan preguntas durante la lectura de relatos breves, y posteriormente debaten sus preguntas en pequeños grupos; y (2) los estudiantes formulan preguntas durante la lectura, y posteriormente reflexionan sobre ellas en un ejercicio de escritura libre. Los participantes fueron 59 estudiantes universitarios de nacionalidad vietnamita inscritos en un curso de inglés como lengua extranjera. Se adoptó un diseño test previo/test posterior con grupo control e intercambio de tratamiento, en cuyo grupo control era el docente (en lugar de los estudiantes) el que formulaban las preguntas. La actividad lectora de los estudiantes se evaluó a través de sus repuestas escritas respecto a un relato breve y a un cuestionario. Los resultados indican que ambas modalidades de auto-cuestionamiento ejercen una influencia positiva en la actividad lectora de los estudiantes, en comparación con el grupo control y se observó también un efecto perdurable de las intervenciones. Concluimos, pues, que el auto-cuestionamiento en combinación con la discusión en grupo o con la escritura libre fomenta la actividad lectora de los estudiantes.Palabras clave: autocuestionamiento; inglés como lengua extranjera; lectura de textos literarios; motivación por la lectura

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Active Comprehension: Problem-Solving Schema with Question Generation for Comprehension of Complex Short Stories

Cited by 145 publications

References 13 publications

Story Map Instruction Using Children's Literature: Effects on First Graders' Comprehension of Central Narrative Elements

Story Map Instruction Using Children's Literature: Effects on First Graders' Comprehension of Central Narrative Elements

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

Effects of self-questioning on EFL students’ engagement in literary reading /Los efectos del autocuestionamiento en la lectura comprometida de textos literarios de estudiantes de inglés como lengua extranjera

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