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Literature review - Coggle Diagram

- - - - 2 types of instruction teacher led lecture and student centered inquiry.
        PACT
        
        Comprehension canopy: Every 10 days (unit) background knowledge, overarching comprehension question (Essential question and words). Hook.
        
        Every 10 days instruction and built in review of essential words and concepts for content. 4-5 high utility, frequency concepts address overarching ideas. Simplified definitions, visuals, related words, sentences and discussions and review and application.
        
        every 10 days 3 knowledge acquisition sessions with text. knowledge acquisition through critical reading of primary and secondary texts whole class, small group, paired,or individual. Checks for understanding discourse and notetaking. 2 comprehension checks
        
        Knowledge application team based learning, small teams of students 4-5 engage in collaborative discourse around content and texts in order to construct knowledge and apply learned content in prombem solving or perspective taking activities. Comprehension checks and knowledge application.
    - - Assessment: 2 Comprehension checks a unit (10 days) 5 multiple choice and 1 open ended writing. Individual and group accountability. Pre and post testing and measure of vocabulary and knowledge acquisition administered at pre and post plus 2 follow ups 4 and 8 weeks following treatment. Method: Randomized control and experiment group all students learning the same content. ASK and the Gates MacGIinitie reading comprehension subtest
    - - 85 8th grade social studies classes with 19 teachers
    - - Promoting Acceleration of Comprehension and Content through Text (PACT). Replica study to see if it works. Meant to improve middle school social studies content knowledge and reading comprehension
  - - - Examine the influence of teachers use of instructional time on students content area reading comprehension intervention. Intervention:Promoting Acceleration of Comprehension and Content through Text (PACT) . Amount of time teachers spend engaged in interactive instruction. When teachers are providing instruction in treatment condition, do they spend more time in interactive instruction than when they are providing instruction in a normal classroom? Are instructional behaviors related to middle school students social studies knowledge acquisition?
    - - 8th grade students randomly assigned to (PACT) or the control group
    - - Social studies knowledge measured on ASK. 42 item test includes multiple choice on three unites of intervention. Pretest and posttest.
    - - Both groups taught the same social studies content. 6-8 week intervention. Five dimension of instruction: Interactive instruction, Teacher silence, noninteractional activities, video usage and neutral class time (Details in text table 1).** Same set up as other PACT study.**
  - - - Implementation of historical inquiries using primary sources and engaging students in disciplinary literacy practices using observations of classroom instruction and self reporting. Pedagogy (Primary sources, inquiry based lessons, thorough class discussions, students citing evidence), lesson plan implementation and primary source analysis, objective ratings of the best practices.
    - - Focus: Use of effective instructional practices, inquiry based learning, Collaboration between English and social studies teachers, enhanced literacy and critical thinking skills.
        Participants received explicit training on teaching disciplinary literacy through historical inquiry focused on deep analysis of primary sources. Teachers experienced inquiry based lessons and then discussed pedagogy. Teachers were then split into groups to develop their own inquiries. guidelines and templates provided. Focused on close reading, contextualizing and corroborating, performance task of each lesson would be for students to cite evidence to support claims (scaffolding through graphic organizers and sentence starters).
    - - 13 secondary social studies and English teachers during 1 school year
    - - We analyzed the impact of the PD series on participants’ pedagogical instructional practices based on three variables
        Implementation Fidelity: use of the lesson materials and application of the teaching procedures. Most participants fully implemented the inquiries as planned with a mean of 94% and 93%. By the end of the program, ten participants (77%) fully implemented the inquiries as planned.
        Use of Inquiry with Primary Sources: monitored the presentation of the lesson as inquiry and the use of primary and secondary sources. Of the thirteen participants, three consistently demonstrated 100% efficacy in their presentation of history as inquiry, and nine (69%) increased in their abilities.
        Classroom Instruction.: Participants were rated on the thoroughness of their discussions of ideas, their effectiveness in helping students understand the lesson strategies, and their asking of students to cite evidence to support a claim. Six participants (46%) maintained discussion thoroughness in both Fall and Spring, and one improved. With four participants, discussion thoroughness decreased slightly as they shifted to more of a ‘call and response’ approach.
    - - Participants perceived that professional development enhanced historical inquiry based instruction
        Observations suggest a positive relationship between professional development and implementing historical inquiry
        Historical inquiry based lessons improved disciplinary literacy and increased the use of primary sources
    - - Qualitive research case study, evaluates the effectiveness of professional development program on teaching disciplinary literacy through historical inquiry.
  - - - Gates MacGinitie reading comprehension subtest and the ASK administered prior to and immediately following treatment. Follow up measure of social studies content 45 items
    - - Treatment group used instructional practices focused ono teaching essential words, text as a source for reading and discussion and team based learning approaches. Promoting Acceleration of Comprehension and
        Content Through Text (PACT). Implementation of the following critical components: Comprehension canopy, essential words, knowledge acquisition, TBL comprehension checks and TBL knowledge application activities
    - - 5 8th grade social studies teachers 2 years 419 students
    - - Students in treatment group scored statistically higher than students in the comparison group on 3 outcomes: content acquisition, content reading comprehension and Standardized reading comprehension
    - - Determine the efficacy of a content acquisition and reading comprehension treatment
- - - - ITSS program focuses on the selection and encoding of important elements of text into coherent mental representation.
        Instruction:
        
        Identify the text structure
        
        select and encoding information strategically when reading
        
        use the top level structure to write a good main idea
        
        Use the five text structures and nested structures to remember the important text information details
        
        Other:
        Consistent use of graphic organizers
        Modeling
        Practice tasks
        Assessment
        Scaffolding feedback
        Differentiation and personalized
        Materials
        ITSS
        Reading comprehension outcome measures (Standardized and researcher designed)
        Test information available in document
    - - ITSS classrooms outperformed the control classrooms on all measures with the highest effects reported for number of ideas included in the main idea
    - - Randomly selected test group and control group. Pretests and posttests administered at the beginning and end of the school year. Multilevel data analyses were conducted on standardized and researcher designed measures reading comprehension.
      - Standardized reading comprehension test followed by researcher- designed measure
    - - 7th grade students. 108 classrooms from rural and suburban schools were randomly assigned to ITSS or control and pretests and posttests were administered at the beginning and end of the school year
    - - Practical implications for the classroom
    - - Text structure based instruction/Test structure based instruction Using an online program called Intelligent Tutoring System for the Text Structure Strategy (ITSS)
      - Text Structure based instruction/ Test structure based instruction is using graphics organizers and other tools to teach students how to read, comprehend, summarize, elaborate, and apply information from nonfiction texts and vocabulary. focuses on selection and encoding of strategic memory.
      - Research Question : Do students in Grade 7 classrooms using ITSs delivery of text structure strategy as a partial substitute for the standard language arts curriculum outperform students in control classrooms on standardized and researcher designed measure of reading comprehension?
  - - - Investigate 7th grade students use of internet sources as they engage in an online inquiry about a historical event individually. The range of strategic processes used in the historical online reading of participating students
    - - 7th Grade Students urban charter middle school mixed ability group
    - - Primary data sources were the think-aloud protocols that students generated during the task. Verbal data analyzed to reveal students strategic processing of multiple internet sources for the purpose of historical learning. coding of 431 instances of 5 processing strategies across 19 participants. Strategies: source access, sources judgment, knowledge-based inference, evidence-based inference, and source linking. Quality judgment surface level or deep level processing
    - - Pre-reading interviews , determine students prior knowledge of the topic the author meets with each participant prior to their task performance and asked open ended questions on the research topic. Students had poor prior knowledge
        Historical online reading task Students me with investigator individually. Students were asked to find and read internet sources in order to answer a question. Participants were also asked to identify 3 specific sources that they considered reliable and useful. Sources were not checked and Youtube was blocked.
        Think-aloud reporting Students prompted to verbalize what they were thinking and doing during their search. Students asked what they are thinking about and how they were thinking.
        Post-reading interviews Each student was asked to respond to 3 questions related to the topic they researched, "what happened, when and where and why did it happen.
    - - Verbal reporting data indicates a shortage of prior knowledge and incorrect associations of the knowledge activated in reading are not helpful for learning important ideas from historical online reading. Data also says that engaging in the processes of finding textual evidence to take sensemaking one step further may help a student learn more accurately. General information but not specific.
  - - - Poetntial benefit of understanding secondary subject matter teaching and learning as an integration of metacognitive reading strategies and metadiscursive skills of the discipline. Integration may center upon the cultural resources and contextual knowledge that readers bring with them to texts.
    - - 2 web pages with different perspectives. First webpage newspaper article published by communist government. Second text from Taiwan's point of view. Web-based tools designed to guide readers when reading on websites. integrate disciplinary reading practices with cognitive reading comprehension strategies. Tools include 4 lenses descriptive lens guides readers to discern the reliability and relevance, Academic lens guides readers to activate relevant prior knowledge. Critical lens guides readers to identify included and omitted perspectives, Reflexive lens guides readers to examine how their own beliefs affect reading. EAch lens takes a webpage and places it within a frame that has guiding quesitons and prompts, tips and suggestions as well as a place for students to type responses.
    - - Asked students what they viewed as key contextual factors for shaping their reading. Difficult to measure but students gave diverse answers and were able to cite why
    - - 4 9th grade social studies classes
    - - Disciplinary literacy in social studies. Using a set of Web based technology tools to evaluate two competing webpages on the Taiwan Straits issue. How students used these tools as they evaluated the 2 texts
- - - - In 2,400 minutes of direct classroom observation a total of 82 minutes (3%) of reading comprehension instruction was observed. Teachers claim to feel unqualified for teaching reading comprehension due to content coverage and preparation for standardized tests. Reliance on only only 3 comprehension strategies was noted: Text Structure, Question Answering and Summarization. Question Answering was the most prevalent with 62 minutes overall. In middle school social studies out of 600 minutes only 60 minutes were reading comprehension (10%)
    - - 2,400 minutes of direct classroom observation over a three month period and open ended teacher interviews.
        Phase 1: Direct Classroom Observations
        What is considered reading comprehension instruction?
        
        Question Answering
        -Question Generation
        
        Summarization
        -Graphic Organizers
        -Text Structure
        -Cooperative Learning
        -Comprehension Monitoring
        -Multiple Strategies
        
        Over the course of 2400 minutes of observed time.
    - - 8 teachers including 2 middle school science teachers, 2 middle school social studies teachers, 2 high school science teachers and 2 high school social studies teachers.
    - - Identify the frequency of reading comprehension instruction in middle and high school social studies and science classrooms. teachers perception of and beliefs about the need for reading comprehension instruction