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Dialogic Pedagogy and Reading Comprehension: Examining the Effect of Dialogic Dialogic Pedagogy and Reading Comprehension: Examining the Effect of Dialogic Support on Reading Comprehension for Adolescents James Carroll Hill Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy In Curriculum and Instruction Trevor T. Stewart, Chair Heidi Anne E. Mesmer Amy P. Azano Bonnie S. Billingsley March 24, 2020 Blacksburg, VA Keywords: English Language Arts, dialogic pedagogy, reading comprehension, intertextuality Dialogic Pedagogy and Reading Comprehension: Examining the Effect of Dialogic Support on Reading Comprehension for Adolescents James Carroll Hill ABSTRACT The reading comprehension scores of students in secondary education have been stagnant since the collection of national statistics on reading comprehension began (National Assessment on Educational Progress [NAEP], 2015, 2017, 2019). This study explored the effect of providing dialogic and thematic support on reading comprehension and intertextuality. The theories of dialogic pedagogy (Fecho, 2011; Stewart, 2019) and cognitive flexibility in reading (Spiro et al., 1987), along with the construction- integration model of reading comprehension (Kinstch, 2004) formed the foundation for this study. The study focused on the reading comprehension and ability to make connections across texts of 184 participants enrolled in 9th or 10th grade English classes in a high school in the Appalachian region of the southeastern United States. Methods included an experimental study which required participants to participate in two rounds of testing: the Nelson Denny Reading Test to provide reading levels and the Thematically Connected Dialogic Pedagogy (TCDP) testing which introduced dialogic and thematic support for reading comprehension and intertextuality. For the TCDP testing, participants were randomly assigned to one of three conditions: Thematically Connected Texts (TC), Thematically Connected Texts with Dialogic Support (TCDS), or a Control. Results from testing were analyzed to compare performance on outcome measures for reading comprehension and ability to make connections between texts. These comparisons suggest that the interventions do not affect either outcome measure significantly, though the data highlight the need for a nuanced approach to reading intervention and the development of adolescents’ ability to use textual evidence. The findings drawn from the data point to implications for English educators, teacher educators, and administrators in the areas of assisting adolescents in making meaning from texts at a level that facilitates applying that knowledge in effective ways in order for them to fully participate in social, civic, and economic matters. Dialogic Pedagogy and Reading Comprehension: Examining the Effect of Dialogic Support on Reading Comprehension for Adolescents James Carroll Hill GENERAL AUDIENCE ABSTRACT This quantitative study focused on the effect of reading support for adolescents centered on a dialogic pedagogy in an effort to improve reading comprehension outcomes and the ability of adolescents to make connections across texts. The study involved an experimental research design in which participants enrolled in 9th and 10th grade English classes in the southeastern United States were randomly assigned to one of three test conditions. Performance on outcome measures for reading comprehension and participant ability to make connections between texts were compared between conditions. These comparisons suggest the interventions do not affect either outcome measure significantly, though the data highlight the need for further support for adolescent readers with implications for English educators, teacher educators, and administrators in supporting adolescent reading comprehension and intertextuality to promote full social, civic, and economic participation for future generations. Dedication To Hannah, who is associated with everything good and meaningful in my life. While I am indebted to many people for the help and guidance they have provided me in my efforts, I would not be here in the first place had you not supported and encouraged the endeavor at the start. It was a large step of faith, but you were insistent that we choose the unknown and promising path over the security offered by playing it safe. I am thankful every day that you are in my life. v Acknowledgments There are many people who I would like to thank for the support and guidance provided in completing this dissertation. First, I would like to thank Dr. Trevor Stewart for guiding me through this process and showing, through action, what it means to be an academic and a mentor. I am indebted to you for your efforts over the last several years in a way I am certain I can never repay. I would also like to thank the committee members who have been a part of this work from the start of my doctoral program. I am indebted to you, as well, for the insight, help, and kindness you have shown me over the years. Dr. Heidi Anne Mesmer, I am truly grateful for the time you took, sometimes hours at a time, in helping me understand reading theory and figure out how to design this study. Dr. Amy Azano, I appreciate how you reminded me to think of the children I would be working with and be cognizant of who they were as I designed the study. Dr. Bonnie Billingsley, I appreciate how you were always invested in what I was I doing, ready with positive support, and especially for easing the anxiety and fear I had initially when I started my doctoral work. I would like to thank my peers who have been a part of this journey with me in pursuing a doctorate degree. Pamela Lindstrom, Heather Turner, Erika Bass, Ricky Mullins, Brooke Mullins, and Amanda Biviano – you have all been a constant source of support and camaraderie that has been indispensable in overcoming the struggles I experienced over the last several years. Pamela, having you as a partner through this program helped push me to stay and finish and I don’t think I would have been as successful without you. Heather, I cannot thank you enough for the time and effort you vi gave in helping me collect and code data without any other compensation than helping me out. I could not have completed this without you. And to Oliver and Daphne. Sometimes it helps a lot to put research to the side and build a blanket fort. vii Table of Contents ABSTRACT ....................................................................................................................... ii GENERAL AUDIENCE ABSTRACT ........................................................................... iv DEDICATION....................................................................................................................v ACKNWLEDGEMENTS................................................................................................ vi LIST OF TABLES ........................................................................................................... xi LIST OF FIGURES ........................................................................................................ xii CHAPTER 1: Contextualizing the Problem....................................................................1 The Story of the Problem ..............................................................................................1 Rationale and Significance ............................................................................................5 Problem Statement.........................................................................................................9 Research Question .......................................................................................................12 Theoretical Framework ...............................................................................................14 The Social Construction of Knowledge......................................................................15 Dialogic Pedagogy & Reading ..................................................................................16 Concept Development in Language ...........................................................................19 Word Reading Development ......................................................................................25 Attention and Working Memory .................................................................................29 Cognitive Flexibility...................................................................................................31 Conclusion ....................................................................................................................35 CHAPTER 2: A Review of the Literature .....................................................................38 The Reform Movement................................................................................................39 Comprehension Expectations .....................................................................................43 Reading Comprehension .............................................................................................45 Vocabulary Instruction ..............................................................................................48 Word Recognition ......................................................................................................52 Morphology ................................................................................................................56 Motivation ..................................................................................................................58
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