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High School Students Reading Informa...

Bartlett, Melissa Ellis.

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High School Students Reading Informational Texts: A Comparison of Written and Video Response Modalities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	High School Students Reading Informational Texts: A Comparison of Written and Video Response Modalities./
Author:	Bartlett, Melissa Ellis.
Description:	236 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
Contained By:	Dissertation Abstracts International76-07A(E).
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3690206
ISBN:	9781321582529

High School Students Reading Informational Texts: A Comparison of Written and Video Response Modalities.
Bartlett, Melissa Ellis.

High School Students Reading Informational Texts: A Comparison of Written and Video Response Modalities. - 236 p.

Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.

Thesis (Ph.D.)--North Carolina State University, 2014.

This two-phase mixed methods study explored how generating a video response might impact high school students' comprehension of informational texts. Research indicates that using external visualization while reading can improve text comprehension and recall. One emerging technology that supports external visualization is digital video. Research on student-generated video points to positive impacts on engagement, but the use of digital video as a possible support for increased student comprehension remains unexamined. This study compared high school students' reading comprehension of informational texts under two treatment conditions: an experimental condition requiring student-generated video responses to text and a comparison condition requiring written responses to text. Measures of students' baseline reading levels and prior content knowledge were collected prior to the instructional treatments. Both instructional groups read the same three informational texts within the same given amount of time. Students then created written or video summaries of what they perceived to be important textual information in the readings. Reading comprehension measures were then administered after each instructional treatment response. Follow up focus group interviews explored student perceptions of reading and responding to the informational texts under the two conditions. The qualitative data indicated that while students enjoyed responding to informational texts by creating student-generated video, some students believed that the mode would not help and it might actually lower their reading comprehension scores on multiple choice and constructed response texts. The quantitative data produced no significant treatment effect, positive or negative; however, additional investigation identified class placement as an uncontrolled variable with significant influence on student reading comprehension of informational texts. Additional research is needed to further investigate the potential influence out-of-school student digital literacies, such as student-generated video, might have on measurable in-school reading comprehension of informational text.

ISBN: 9781321582529Subjects--Topical Terms:

532624
Language arts.

High School Students Reading Informational Texts: A Comparison of Written and Video Response Modalities.
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245 1 0 $a High School Students Reading Informational Texts: A Comparison of Written and Video Response Modalities.
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500 $a Source: Dissertation Abstracts International, Volume: 76-07(E), Section: A.
502 $a Thesis (Ph.D.)--North Carolina State University, 2014.
520 $a This two-phase mixed methods study explored how generating a video response might impact high school students' comprehension of informational texts. Research indicates that using external visualization while reading can improve text comprehension and recall. One emerging technology that supports external visualization is digital video. Research on student-generated video points to positive impacts on engagement, but the use of digital video as a possible support for increased student comprehension remains unexamined. This study compared high school students' reading comprehension of informational texts under two treatment conditions: an experimental condition requiring student-generated video responses to text and a comparison condition requiring written responses to text. Measures of students' baseline reading levels and prior content knowledge were collected prior to the instructional treatments. Both instructional groups read the same three informational texts within the same given amount of time. Students then created written or video summaries of what they perceived to be important textual information in the readings. Reading comprehension measures were then administered after each instructional treatment response. Follow up focus group interviews explored student perceptions of reading and responding to the informational texts under the two conditions. The qualitative data indicated that while students enjoyed responding to informational texts by creating student-generated video, some students believed that the mode would not help and it might actually lower their reading comprehension scores on multiple choice and constructed response texts. The quantitative data produced no significant treatment effect, positive or negative; however, additional investigation identified class placement as an uncontrolled variable with significant influence on student reading comprehension of informational texts. Additional research is needed to further investigate the potential influence out-of-school student digital literacies, such as student-generated video, might have on measurable in-school reading comprehension of informational text.
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