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Looking at a More Comprehensive Picture of Reading As Enacted by Second-Grade Readers Glorianne Lopata-Prosperi Wayne State University

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Looking at a More Comprehensive Picture of Reading As Enacted by Second-Grade Readers Glorianne Lopata-Prosperi Wayne State University Wayne State University DigitalCommons@WayneState Wayne State University Dissertations 1-1-2010 Looking At A More Comprehensive Picture Of Reading As Enacted By Second-Grade Readers Glorianne Lopata-Prosperi Wayne State University Follow this and additional works at: http://digitalcommons.wayne.edu/oa_dissertations Recommended Citation Lopata-Prosperi, Glorianne, "Looking At A More Comprehensive Picture Of Reading As Enacted By Second-Grade Readers" (2010). Wayne State University Dissertations. Paper 144. This Open Access Dissertation is brought to you for free and open access by DigitalCommons@WayneState. It has been accepted for inclusion in Wayne State University Dissertations by an authorized administrator of DigitalCommons@WayneState. LOOKING AT A MORE COMPREHENSIVE PICTURE OF READING AS ENACTED BY SECOND-GRADE READERS by GLORIA LOPATA-PROSPERI DISSERTATION Submitted to the Graduate School of Wayne State University, Detroit, Michigan in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION 2010 MAJOR: READING, LANGUAGE & LITERATURE Approved by: _________________________________________ Advisor Date _________________________________________ _________________________________________ © COPYRIGHT BY GLORIA LOPATA-PROSPERI 2010 All Rights Reserved D E DIC A T IO N This work is dedicated to my Dad. His unending love, his example of a powerful work ethic, and his dedication to me and belief in me has been the inspiration in all that I do in my life. ii A C K N O W L E D G E M E N TS This has certainly not been a singular effort. I feel very fortunate for having the support of each member on my doctoral committee and would like to extend my deepest gratitude to each of them. First, thank you to Dr. Punam Arya for her invaluable advice and guidance and for serving on my committee. I would also like to thank Dr. Karen Tonso for her continued encouragement and excellent teaching which took me to new levels of awareness and understanding. Finally, thank you to my major advisor, Dr. Karen Feathers, who has been there for me every step of the way, offering unending mentorship, encouragement, guidance and demanding high standards. My sincere thanks to my colleagues who have graciously offered their help as I went along this journey: Susan Piazza, James Jackson, Lindson Feun, and Sandy Dickerson. Finally, I would like to thank my family for their unending support during this entire process. To Danielle, for her encouragement. To my incredible grandchildren, Anthony and Leah, for their SDWLHQFHDQGXQGHUVWDQGLQJZKHQ*UDQGPDFRXOGQ¶WSOD\7R/D\QHZKRKDVDOZD\VEHHQP\ inspiration. And to my wonderful husband Jorge, whose encouragement and confidence in me was always the light at the end of a very long tunnel. iii T A B L E O F C O N T E N TS Dedication ....................................................................................................................... ii Acknowledgments .......................................................................................................... iii List of Tables ................................................................................................................. ix List of Figures ............................................................................................................... xii Chapter 1: INTRODUCTION ......................................................................................... 1 The Problem ........................................................................................................ 2 Statement of Purpose ........................................................................................... 6 Rationale ............................................................................................................. 6 Significance of Study ........................................................................................... 8 Chapter 2: REVIEW OF LITERATURE ....................................................................... 10 Introduction ....................................................................................................... 10 Theoretical Framework ...................................................................................... 11 Constructivism ....................................................................................... 11 Comprehension.................................................................................................. 16 Comprehending ................................................................................................. 17 Factors that Influence Comprehending and Comprehension ............................... 18 Visual Information ................................................................................. 18 Non-visual Information .......................................................................... 18 Domain Knowledge .................................................................... 19 Language .................................................................................... 20 Role of Text Structure ................................................................ 21 Interest Leading to Motivation .................................................... 23 iv Environmental Influences on Fiction and Nonfiction Reading ................ 25 The Dominance of Fiction Text on the Educational Landscape ... 25 Reading Instruction Using Nonfiction Text ................................. 29 Comparing Fiction and Nonfiction Reading ....................................................... 30 Comprehension ...................................................................................... 30 Inferences in Fiction and Nonfiction ...................................................... 34 The Ability of Primary Children to Successfully Interact with Fiction and Nonfiction ....................................................... 36 Engagement ........................................................................................... 38 Relevance and Necessity of This Study .............................................................. 40 Chapter 3: RESEARCH METHODOLOGY ................................................................ 43 Research Design ................................................................................................ 43 Application to This Study....................................................................... 45 Research Methods ............................................................................................. 46 Setting ................................................................................................... 46 Participants ............................................................................................ 47 Teachers ..................................................................................... 47 Children ..................................................................................... 48 Data Collection .................................................................................................. 50 Miscue Analysis ..................................................................................... 50 Text Selection............................................................................. 53 Retellings ............................................................................................... 54 Reader Interviews .................................................................................. 57 Field Notes............................................................................................. 58 v Researcher Journal ................................................................................. 59 Data Analysis .................................................................................................... 59 Reader Miscue Inventory ....................................................................... 60 Retelling Analysis .................................................................................. 61 Analysis of Interviews............................................................................ 62 Rigor ................................................................................................................. 63 Chapter 4: DATA ANALYSIS ..................................................................................... 67 /RRNLQJDW3DUWLFLSDQW¶V5HDGLQJRf Fiction and Nonfiction Text ....................... 68 Text Comparisons .............................................................................................. 71 Comprehending ² Reading Processes in Fiction and Nonfiction Text ............... 72 Miscues per Hundred Words .................................................................. 73 Sentence Level Processing ..................................................................... 77 Word Level Processing .......................................................................... 79 Corrections ............................................................................................ 83 Gender ............................................................................................................... 84 Sentence Level Processing ..................................................................... 84 Word Level Processing .......................................................................... 88 Successful Self-Corrections.................................................................... 90 Answer to Question Number 1 ........................................................................... 91 Comprehension
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