Revisiting Complex Text Instruction: A Study of 11th-Grade History Students

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  • Author(s): Paige, David D. (ORCID Paige, David D. (ORCID 0000-0003-2208-6784); Rupley, William H. (ORCID Rupley, William H. (ORCID 0000-0002-0994-0344)
  • Language:
    English
  • Source:
    Psychology in the Schools. Sep 2023 60(9):3633-3647.
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      15
    • Education Level:
      Grade 11
      High Schools
      Secondary Education
    • Subject Terms:
      Grade 11; High School Students; History Instruction; Reading Comprehension; Comparative Analysis; Common Core State Standards; United States History; Reading Fluency; Teaching Methods; Pretests Posttests; Reading Tests; Standardized Tests; Writing Skills; Reading Materials
    • Accession Number:
      10.1002/pits.22945
    • ISSN:
      0033-3085
      1520-6807
    • Abstract:
      The reading of complex text has become part of the reading curriculum since the introduction of the Common Core State Standards. However, little research has been conducted to determine the effect of complex text instruction on comprehension and fluency in secondary readers. This study randomly assigned 53 11th-grade US history students to one of two classroom conditions. In one classroom, students were taught using a business-as-usual approach while the treatment classroom taught students to use text annotation and writing to improve their understanding of complex texts over a 24-week period. Students were pre- and post-tested using a standardized reading comprehension assessment and curriculum-based measurement fluency measures. Results revealed statistically significant improvement favoring the treatment group for both reading comprehension and fluency. Results and implications for instruction are discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1386780