Promoting Integration of Multiple Texts: a Review of Instructional Approaches and Practices

Barzilai, Sarit; Zohar, Asnat R.; Mor-Hagani, Shiri

doi:10.1007/s10648-018-9436-8

Cited by 121 publications

(115 citation statements)

References 72 publications

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“…Despite the importance of reading and comprehending across multiple texts, there is evidence that both younger and older students do not automatically utilize and integrate information across multiple sources (e.g., Firetto & Van Meter, 2018; Hattan & List, 2020; Kiili, Bråten, Kullberg, & Leppänen, 2020). However, when provided with sufficient support, such as collaborative conversations or explicit modeling and instruction, students are better able to comprehend and integrate information across multiple texts (e.g., Barzilai, Zohar, & Mor‐Hagani, 2018).…”

Section: Centering Diverse Forms Of Knowledgementioning

confidence: 99%

Rethinking the Role of Knowledge in the Literacy Classroom

Hattan

Lupo

2020

Reading Research Quarterly

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Knowledge plays an inarguably critical role in reading comprehension. When considering the science of reading, it is important to engage with varying theoretical frameworks and empirical research that inform our collective understanding regarding the intersection of knowledge and literacy in K–12 classrooms. Therefore, the purpose of this article is to consider sociocultural and cognitivist perspectives on the role that knowledge plays throughout the reading process and to examine whose knowledge matters. Then, the authors address three tensions related to the role of knowledge in K–12 literacy instruction and offer research‐based perspectives on how educators, researchers, school leaders, parents, and community leaders can rethink knowledge to support students in learning from texts. First, the authors reframe the knowledge gap and suggest ways that teachers can privilege students’ knowledge as assets during literacy instruction. Second, the authors address the importance of supporting students in activating, integrating, and revising their knowledge during text processing and suggest evidence‐based instructional techniques that support students’ learning from texts. Finally, the authors contend that content knowledge is not the only type of knowledge that matters in reading and suggest how teachers can support readers in using other types of knowledge that are crucial to comprehension.

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Section: Centering Diverse Forms Of Knowledgementioning

confidence: 99%

Rethinking the Role of Knowledge in the Literacy Classroom

Hattan

Lupo

2020

Reading Research Quarterly

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“…This conclusion is supported by findings from a preliminary pilot study that was aimed at testing the usability of an inter‐textual inference verification tasks on fourth graders (Florit & Mason, ). The use of hybrid reading–writing tasks as a measure of multiple‐document comprehension, and specifically inter‐textual integration, with upper primary and lower secondary school students has been documented in the literature (Kingsley et al ., ; LaRusso et al ., ; Mason, Scrimin, Zaccoletti, Tornatora, & Goetz, ; for a review see Barzilai, Zohar, & Mor‐Hagani, ). Differences in both procedures and products obtained while engaging in reading–writing tasks, such syntheses and argumentative texts, have been documented in students at different educational levels (Mateos & Solé, ; Spivey & King, ).…”

Section: Introductionmentioning

confidence: 99%

“…Differences in both procedures and products obtained while engaging in reading–writing tasks, such syntheses and argumentative texts, have been documented in students at different educational levels (Mateos & Solé, ; Spivey & King, ). Even young students, however, are required to understand and produce different text genres, including continuous and non‐continuous argumentative texts, presented both in print and digitally (MIUR, ; see also Barzilai et al ., ; López, Torrance, Rijlaarsdam, & Fidalgo, ). Therefore, it is likely that students at this educational level possess basic knowledge on how to write an argumentative short essay, if texts appropriate for complexity are presented.…”

Section: Introductionmentioning

confidence: 99%

Going beyond children's single‐text comprehension: The role of fundamental and higher‐level skills in 4^th graders’ multiple‐document comprehension

Florit

Cain

Masón

2019

Brit J of Edu Psychol

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Background Children's comprehension of single texts relies on both foundational and higher‐level skills. These are also assumed to support multiple‐document comprehension, but their relative importance has not been examined, to date. Multiple‐document comprehension additionally requires the identification and use of information about each document's source. Aims This study examined multiple‐document comprehension in primary school‐aged children. It sought to determine the relative importance of skills proposed to be common to both single‐text and multiple‐document comprehension (word reading fluency, verbal working memory, comprehension monitoring) and specific to the latter (source use). Single‐text comprehension and prior topic knowledge were considered as moderator and control. Sample Participants were 94 children in the fourth year (mean age = 9; 7 years; 52% females). Methods Children read three documents on each of two topics (chocolate and video games). Multiple‐document comprehension and source use were assessed through short essays. Independent measures of the fundamental and higher‐level skills were used. Results There was a significant direct and indirect influence of word reading fluency on comprehension of multiple documents on videogames and also an indirect influence of comprehension monitoring. Indirect influences of word reading fluency and comprehension monitoring on multiple‐document comprehension for both topics were also apparent. Verbal working memory was not a unique predictor. When source information was identified, it was included to support the argument in the composition. Conclusions Efficient word reading, comprehension monitoring, and single‐text comprehension are important for multiple‐document comprehension in young readers. Implications of these findings and differences between the two document sets are discussed.

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“…This suggests that more focus on dyslexia is needed in the teacher education curriculum, and that use of the Internet for academic purposes needs to be addressed in both teacher education and special needs education. In particular, as a core skill in multimedia learning contexts, integration should be taught systematically across genres and disciplines and not only within specific writing genres (Barzilai, Zohar, & Mor-Hagani, 2018).…”

Section: Educational Implicationsmentioning

confidence: 99%