Struggling Middle School Readers Learning To Make Intertextual Connections With Texts

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When people read, they often make connections to their lives, the world, and other texts. Often, these connections are not overt, but are a thinking process invisible to observers. The purpose of this study was to explore the intertextual connections struggling middle school students made as they read multiple topically-related texts to build knowledge, through observation of discussions, surveys, and interviews with students. The students received 30 lessons based on the constructivist model of comprehension. Data sources included observations during the delivery of these interactive lessons and surveys regarding their connections, their use of the connection strategies in content area ... continued below

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Johnson, Sunni December 2011.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 870 times , with 12 in the last month . More information about this dissertation can be viewed below.

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  • Johnson, Sunni

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When people read, they often make connections to their lives, the world, and other texts. Often, these connections are not overt, but are a thinking process invisible to observers. The purpose of this study was to explore the intertextual connections struggling middle school students made as they read multiple topically-related texts to build knowledge, through observation of discussions, surveys, and interviews with students. The students received 30 lessons based on the constructivist model of comprehension. Data sources included observations during the delivery of these interactive lessons and surveys regarding their connections, their use of the connection strategies in content area classes, and their knowledge of the topic. The observations and surveys were analyzed using the constant comparative method. Information rich cases were developed from these data, as well as from interviews with selected students. Although the students were considered struggling readers, they did not respond to the instruction as stereotypical struggling readers. They were engaged, and they led discussions and shared connections with the class. The students demonstrated they learned to make connections and more text-to-text or intertextual connections overall. The students made connections when interested in the topic and had opportunities to discuss the texts. Finally, the students sometimes made connections in content area classes with opportunity in those classes. The study has implications for theory, future research, and practice of teachers and library media specialists.

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  • December 2011

Added to The UNT Digital Library

  • Oct. 2, 2012, 4:18 p.m.

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  • Nov. 16, 2016, 12:07 p.m.

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Johnson, Sunni. Struggling Middle School Readers Learning To Make Intertextual Connections With Texts, dissertation, December 2011; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc103338/: accessed July 20, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; .