Research on Scaffolded Reading Experiences
At the present time, five studies of SREs have been completed and several more are underway. Here, we give a citation for each completed study and briefly describe its results.
Clark, K. F., & Graves , M. F. (in press). Open and directed text mediation in literature instruction: Effects on comprehension and attitudes. Australian Journal of Language and Literacy
Cooke, C. L. (2002, December). The effects of scaffolding multicultural short stories on students' comprehension and attitudes. Paper presented at the 51st Annual Meeting of the National Reading Conference, Miami. This quasi-experimental dissertation study investigated a variety of effects of SREs on 121 seventh grade students reading four multi-cultural short stories. Results of multiple-choice tests showed that students scored significantly higher when receiving SREs on all four stories. Results of short-answer tests showed that students scored higher when receiving SREs on all four stories and significantly higher on three of the stories. Additionally, the SREs were effective for both stronger and weaker readers. Finally, results on attitude measures showed the value of SREs in increasing students' involvement and enthusiasm toward reading multicultural stories.
Fournier, D. N. E., & Graves, M. F. (2002). Scaffolding adolescents' comprehension of short stories. Journal of Adolescent and Adult Literacy, 40, 30-39. In this quasi-experimental study, 50 seventh grade students read two short stories, receiving an SRE with one story and more typical classroom instruction with the other. Results on multiple-choice questions and an attitude story showed that students scored significantly higher on both stories when receiving an SRE, and that they answered every attitude question more positively when receiving an SRE.
Graves, M. F., & Liang, L. A. (2003). On-line resources for fostering understanding and higher-level thinking in senior high school students. In Schallert, D. L., Fairbanks, C. M., Worthy, J. Maloch, B., & Hoffman, J. V. (Eds.), 51st Yearbook of the National Reading Conference Yearbook (pp. 204-215). Oak Creek, WI: National Reading Conference. In the pair of studies reported here, 57 high school sophomores reading The Great Gatsby and 46 high school seniors reading Hamlet scored significantly higher when receiving an SRE than when receiving a more traditional treatment. Students receiving the SREs also demonstrated superior ability in using the higher order thinking skills emphasized in the lessons.
Liang, L.A. , Peterson, C., & Graves , M. F. (2005). Investigating two approaches to fostering children's comprehension of literature. Reading Psychology. 26, 387-400.
Rothenberg, S. S., & Watts, S. M. (1997). Students with learning
difficulties meet Shakespeare: Using a scaffolded reading experience.
Journal of Adolescent and Adult Literacy, 40, 532-539. In this anecdotal
account, a special education teacher and her university advisor describe
their experiences in using an SRE to teach Macbeth to a group of eighth
and ninth graders with learning difficulties. Their account discusses
their motivation for using the SRE in their situation, their planning,
carrying out the SRE, and students' and their own responses to the experience.