What happens when adolescents meet complex texts? Describing moments of scaffolding textual encounters

Reynolds, Dan; Fisher, Whitney

doi:10.1111/lit.12258

Cited by 2 publications

(2 citation statements)

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“…Although these two baseball studies are over 35 years old, they are still widely cited by both journalists (Schwartz, 2023) and researchers (Kim et al., 2021), including ourselves (Hattan & Lupo, 2020; Reynolds & Fisher, 2022). We do agree with the assertion that knowledge is critical to comprehension and should be centered in elementary language arts classes.…”

Section: Exhibit A: Baseball Studiesmentioning

confidence: 99%

Baseball, Presidents, and State Test Passages: Considering Gendered Knowledge in Literacy Research, Curricula, and Assessments

Reynolds,

Hattan

2024

The Reading Teacher

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The role of knowledge and reading comprehension has seen a recent explosion of attention from researchers, journalists, and policy advocates. Much of this discourse describes knowledge in neutral terms such as knowledge of “the world”. That knowledge of the world, however, is woven into the fabric of the gendered world we live in and its gendered education systems. In this article, we delve into three “exhibits” to highlight gendered aspects of knowledge and comprehension research and practice. In the first exhibit, we demonstrate the gendered nature of knowledge research by examining the male‐centric participant sampling and measurement design of baseball knowledge studies, which are widely cited in translational science and practitioner articles about knowledge and literacy curriculum. We then examine the gendered nature of knowledge curriculum by looking at a male‐centric unit from a popular knowledge‐focused curriculum, Core Knowledge Language Arts (CKLA). Then, we present data about the gender of authors whose passages are selected for state ELA assessments, finding that women authors are overrepresented in the elementary and underrepresented in the high school grades. As former K‐12 teachers and current researchers engaged with the everyday work of literacy teaching, we agree that knowledge‐rich curriculum supports students’ reading comprehension. Still, we call for researchers and educators to interrogate gendered discourse around knowledge and comprehension to avoid reproducing traditional gender inequities.

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Section: Exhibit A: Baseball Studiesmentioning

confidence: 99%

Baseball, Presidents, and State Test Passages: Considering Gendered Knowledge in Literacy Research, Curricula, and Assessments

Reynolds,

Hattan

2024

The Reading Teacher

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“…According to (Wigfield, 2000), motivation is also a crucial skill for all learners; however, most of the teachers agreed that lack of English proficiency is the main problem of lack of motivation to read (Ball, 2012). Additionally, (Reynolds, 2021) revealed that most secondary teachers did not know how to guide students when they encounter complex texts.…”

Section: Reading Motivation Through Close Reading Instructionmentioning

confidence: 99%

An implementation of close reading instruction to promote English reading comprehension of secondary school students

Piyasakulchai

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Close reading has become the means to help readers promote comprehension of complex texts. This study implemented the Close Reading instruction for Thai EFL secondary school students and explored their use of close reading strategies. Eighteen secondary school students participated in eleventh weeks to examine the effects of Close Reading instruction on their English reading comprehension. The research instruments were (1) English Reading Comprehension Test, (2) Close Reading Strategies Questionnaire, and (3) Semi-Structured Interview. Results from the paired sample t-test, at a significance level of .05, revealed that students significantly improved reading comprehension after they participated in the Close Reading instruction. Almost all of them tended to reread the text, think about the author meant, and underline when they encountered with difficult texts. According to the content analysis, students reported using the annotating strategy at the first reading for key ideas and details.

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What happens when adolescents meet complex texts? Describing moments of scaffolding textual encounters

Cited by 2 publications

References 40 publications

Baseball, Presidents, and State Test Passages: Considering Gendered Knowledge in Literacy Research, Curricula, and Assessments

Baseball, Presidents, and State Test Passages: Considering Gendered Knowledge in Literacy Research, Curricula, and Assessments

An implementation of close reading instruction to promote English reading comprehension of secondary school students

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