Using Everyday Language to Support Students in Constructing Thematic Representations

Sarah Levine

Sarah Levine

In this study, published in the first issue of 2019, “students constructed thematic interpretations with sentence stems using everyday interpretive language, such as “Reading this story suggests the world can be a place where _____.”

With no additional instruction, experimental groups constructed more thematic interpretations and made fewer happiness-bound interpretations than a comparison group. Results suggest that students are more capable of thematic interpretation than some research indicates and that everyday interpretive language may help disrupt students’ school-based framing of thematic interpretation.”

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