The Effect of a Perspective Taking Reading Strategy on the Critical Reading Skills of 11th Grade Students
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2010-07
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Masters of Education
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Abstract
The purpose of this study was to determine whether a Perspective Taking Reading Strategy, based on Robert Selman’s levels of perspective taking (1979), would affect the critical reading achievement of eleventh grade students. The measurement tool was a modified English High School Examination, the Maryland state test administered to measure student achievement of state curriculum standards. This study followed a quasi-experimental design involving the use of a pre-test/post-test design to compare data from October of 2009 to data from December of 2009. No achievement gains were substantiated in this study. Results from the study suggest that the Perspective Taking Reading Strategy is not a useful tool for the direct increase of achievement on standardized tests such as the HSA, possibly due to the amount of time the reading strategy takes to complete. However, further study into the use and benefits of the Perspective Taking Reading Strategy to enhance student discussion and critical thought is recommended.