Effects of two types of task instructions on literary text comprehension and motivational and affective factors

Henschel, Sofie; Meier, Christel; Roick, Thorsten

doi:10.1016/j.learninstruc.2016.02.005

Cited by 15 publications

(27 citation statements)

References 22 publications

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“…The appreciation of reading poetry benefits from a reading climate that confronts young adults with increasingly more complex poems, supports these students in mastering the ideas in these poems, and recognizes their efforts. In this respect, this study's findings are in line with Henschel, Meier and Roick (2016) who mention that there is a harmonious relationship between reader-oriented tasks that stimulate emotional engagement and text-based instructions that address higher-order cognitive processing. Van Schooten and de Glopper (2006) state that any type of literary education can positively shape young adults' appreciation of literature, but based on this study, we would like to add that literary education should be a learning environment where students are challenged but are also recognized for their reading efforts, and don't have to compete with peers.…”

Section: Discussionsupporting

confidence: 89%

Factors determining young adults’ appreciation of reading poetry

Casteleyn¹,

Vandervieren²

2018

L1 Educational Studies in Language and Literature

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Reading appreciation sharply declines when students reach the age of 16-18 years, and this is especially true for the appreciation of reading poetry. Research however is unclear what determines this specific type of appreciation. This paper proposes a structural equation model to examine a number of variables: cognitive ability, knowledge of literary devices, dimensions of reading motivation, gender, age, and type of secondary education. The results indicate that the desire to outperform in reading has a negative impact on the appreciation of poetry, whereas the gratification in receiving recognition for success in reading and the satisfaction of mastering complex ideas in a text are positively related to the enjoyment of reading poetry. Other variables are statistically not significant enough to be integrated in this study's model. In this respect, this study confirms the assumption that the appreciation of poetry reading cannot be immediately changed because it is strongly related to a culture of reading.

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Section: Discussionsupporting

confidence: 89%

Factors determining young adults’ appreciation of reading poetry

Casteleyn¹,

Vandervieren²

2018

L1 Educational Studies in Language and Literature

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“…Rather, we address the extent to which students feel motivated for literature education. Previous studies on short-term interventions were found to positively influence outcomes related to motivation, such as task interest (Henschel, Meier, & Roick, 2016), appreciation of literary texts (Janssen, Braaksma, & Couzijn, 2009), and contributions to classroom talk (Eva-Wood, 2004). The common ground of these interventions and the one implemented in the present study is their student-centered nature: students' authentic responses to literary texts are central.…”

Section: Motivation For Literature Educationmentioning

confidence: 63%

Transformative Dialogic Literature Teaching fosters adolescents’ insight into human nature and motivation

Schrijvers

Janssen

Fialho

et al. 2019

Learning and Instruction

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This quasi-experimental study assessed the effects of the newly developed Transformative Dialogic Literature Teaching (TDLT) intervention on 15-year-old students' insight into human nature, eudaimonic reasons for reading, use of reading strategies, and motivation for literature education. Six TDLT units centered around short stories about "justice and injustice". Students were stimulated to engage in internal dialogues with stories and in external dialogues with peers about stories and reading experiences. TDLT students (n = 166) were compared to students who received regular literature teaching (RLT) focused on analysis of literary texts (n = 166). Analysis of quantitative and qualitative data indicated that TDLT fostered students' insight into human nature, eudaimonic reasons for reading, reported use of strategies to deal with difficulties in literary texts, and motivation for literature education, whereas RLT did not. Strategy use and one motivational factor mediated effects of TDLT to a small extent. Limitations and implications are discussed.

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“…Alternatively, it may be that the instructions only focused on cognitive strategies, which may not change affective attitudes. Future research should combine reading strategies with teaching activities to stimulate experiences, emotions, and prior knowledge that readers can associate with text content ( Henschel et al, 2016 ).…”

Section: Discussionmentioning

confidence: 99%

Reading Instructions Influence Cognitive Processes of Illustrated Text Reading Not Subject Perception: An Eye-Tracking Study

Jian

2018

Front. Psychol.

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Scientific illustrations play an important role in scientific texts, however, young readers show limited ability to use illustration information and integrate it with the text in multimedia learning. The primary goal of the present study was to investigate if strategy instructions for illustrated text reading focused on scientific illustration reading and text-illustration integration can help young readers overcome their deficiencies and change their reading processes, learning outcomes, and subjective perceptions of article difficulty and enjoyment, illustration enjoyment, and self-evaluation of learning. Besides, is subjective perception of the article related to reading behavior? Sixty-two fourth-grade students read an illustrated science text while their eye movements were recorded, and then completed a reading test and questionnaire. The instruction group outperformed the control group on the reading test, but subjective perceptions of the article did not differ between groups. Eye-movements analysis showed that the instruction group spent twice as much time reading the illustrations and made more saccades between relevant text and illustration sections than the control group. These findings indicate that strategy instructions for reading illustrated text promoted reading comprehension and changed learning processes, not subjective perceptions. In addition, the result of this study showed that there was no relationship between subjective perception (article difficulty or illustrations enjoyment) of the article and reading time (total reading time on the illustrated science text and on the science illustrations). This study had empirical and practical contributions. Empirically, this study developed the instruction methods in multimedia learning and further examined their effect on learning processes in young readers. Practically, this study can help elementary school teachers understand the processes used by young readers when reading illustrated texts and provide them with evidence-based instructions to teach science reading effectively.

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Effects of two types of task instructions on literary text comprehension and motivational and affective factors

Cited by 15 publications

References 22 publications

Factors determining young adults’ appreciation of reading poetry

Factors determining young adults’ appreciation of reading poetry

Transformative Dialogic Literature Teaching fosters adolescents’ insight into human nature and motivation

Reading Instructions Influence Cognitive Processes of Illustrated Text Reading Not Subject Perception: An Eye-Tracking Study

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