Teaching Fourth and Fifth Graders to Evaluate Information Sources During Text Comprehension
Contenu
Titre
Teaching Fourth and Fifth Graders to Evaluate Information Sources During Text Comprehension
Cognition and Instruction
Créateur
Mônica Macedo-Rouet
Jason L. G. Braasch
M. Anne Britt
Jean-François Rouet
Résumé
In two experiments, we examined fourth and fifth graders' comprehension of the source of information in texts presenting controversial issues. In Experiment 1, participants read short texts in which two people presented different arguments regarding an issue. Participants identified who said what and evaluated each source's knowledge of the issue. Most students correctly identified the source of information but failed to take into account each source's characteristics when determining who was most knowledgeable. In Experiment 2, we implemented an intervention on students' evaluations of information sources. Less skilled students in the intervention group assessed source knowledge more accurately than those in a control group. We conclude that elementary school students' comprehension of who says what in a text can benefit from training sessions that involve practice, feedback, explanations, and discussions. We consider the implications for document-based learning in elementary and secondary education.
volume
31
numéro
2
pages
204-226
Date
April 1, 2013
doi
10.1080/07370008.2013.769995
issn
0737-0008