Comprehension in disciplinary learning: An examination of elementary readers' processing and recall

The authors explored elementary students' comprehension of informational text in disciplinary learning. Forty on-grade-level readers in Grades 2-5 participated. A priori and emergent coding was used to analyze 120 verbal protocols and 120 oral recalls. Analyses of variance and correlations show...

Full description

Saved in:
Bibliographic Details
Published inThe Journal of educational research (Washington, D.C.) Vol. 112; no. 1; pp. 72 - 85
Main Authors Martin, Nicole M., Myers, Joy
Format Journal Article
LanguageEnglish
Published Bloomington Routledge 02.01.2019
Taylor & Francis Inc
Subjects
Age Differences
Comprehension
disciplinary learning
Elementary School Students
informational text
Instructional Program Divisions
Persuasion
Reading Comprehension
Reading Materials
Reading Strategies
Recall (Psychology)
Students
Word processing
Online AccessGet full text

Cover

More Information
Summary:The authors explored elementary students' comprehension of informational text in disciplinary learning. Forty on-grade-level readers in Grades 2-5 participated. A priori and emergent coding was used to analyze 120 verbal protocols and 120 oral recalls. Analyses of variance and correlations showed students' processing and recall of procedural text contrasted with their processing and recall of biography or persuasive text. Also, second-grade students did not process informational text as actively or recall informational text as well as third- through fifth-grade students did. An expanded focus on students' comprehension of informational text in disciplinary learning and further study of the relationships among students' text use, text processing and recall, and development are warranted.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.2018.1438982