A Genre-Specific Reading Comprehension Strategy to Enhance Struggling Fifth-Grade Readers' Ability to Critically Analyze Argumentative Text

Abstract

This study examined the effectiveness of instruction in a genre-specific reading comprehension strategy, critical analysis of argumentative text, which was designed to help students to identify, summarize, and critically analyze parts of an argumentative text. The investigators hypothesized that reading instruction would improve the students' ability to write convincing persuasive essays. A total of 7 fifth-grade students with reading difficulties participated in the study, which utilized a single-subject, multiple-probes design across paired participants. The strategy instruction focused on reading, identifying, summarizing, and analyzing argumentative texts. The investigators assessed the students on reading comprehension and writing measures during baseline, postintervention, and maintenance phases. The results indicated that all students made substantial gains in the identification of argumentative elements and summarization of arguments. On the postintervention critical analysis measure, 5 out of 7 students improved their ability to analyze an argumentative text. On the analytical writing measure, 6 students showed improvement in including argumentative elements in their persuasive writing. However, the overall quality of the persuasive essays did not improve. Outcomes of this study present promising empirical and practical implications.

Acknowledgments

The authors would like to thank the Kuumba Academy Charter School for their cooperation and participation in this study. They also wish to express their thanks to the principal, Dr. Shippen, and fifth-grade teachers Ms. McHugh and Ms. Tyson for allowing them to work with their students; thanks to the librarian, Ms. Santos, for allowing them to work in her library; and very special thanks to the reading specialist, Ms. DePonte, for following up with the consent forms, coordinating schedules with teachers, and providing demographic information. Finally, they would like to thank the children who participated in the study. Without their cooperation and effort, this study would not have been possible. Additionally, the authors would like to express their gratitude to Dr. Charles MacArthur, Dr. David Coker, and Dr. Lana Edward-Santoro.

Notes

Note. Totals for analytical summary score ranged from 0 to 12. Overall scores for quality summary ranged from 0 to 3. Holistic scores for the critical analysis part of the assessment ranged from 0 to 4.

^a Annie's one postintervention probe for the critical analysis assessment was missing.

Note. The maximum score for each element was as follows: position = 2, each reason = 2, each evidence = 1, opposing position = 2, rebuttal = 2. Scores ranged from 0 to 12.

Note. Scores for elements of persuasive discourse ranged from 0 to 16. Each element score ranged from 0 to 2. The primary trait scale for overall persuasiveness ranged from 0 to 7.

^aOne of Sean's baseline persuasive essays was missing.