Research in Multiple Texts and Text Support
Cynthia Shanahan
University of Illinois at Chicago (Emerita)
Why is this topic one of the fundamental building blocks in secondary research/instruction right now,
in this era of Common Core?
1.
Reading multiple texts is the kind of reading that we encounter in everyday life.
After reading a number of texts, we find that the information gleaned from them is often
incomplete, biased, contradictory, and confusing.
2.
Increasingly, reading multiple texts is the kind of reading we deal with in school—thanks to
the Internet.
History—a search for “Little Rock Nine” yields thousands of findings.
Science—newspaper article vs. lay journal vs. scientific journal; findings in the past vs.
findings now.
3.
We have provided inadequate instruction in how to read multiple texts.
Instruction using strategies such as KWL and feature analysis applied to one text only.
4.
Multiple text use is highlighted in the Common Core Standards
There are over 80 references across the standards
More than one text is referred to in all sections, especially regarding
Craft and structure
Integration of knowledge
Research to build and present knowledge
General comparisons of texts (e.g. genre or style)
Comparisons of structure (chronology, comparison/contrast, cause/effect,
problem/solution)
Comparisons of arguments across texts (claims, evidence, counterclaims)
Focus on differences in genre, modality, authorship, audience
5.
There are theories explaining multiple text use
Cognitive flexibility theory
Intertextuality
Documents model: surface level, textbase, situation model, intertext model (interfacing
with genre and disciplinary knowledge
Interaction between multiple text interpretation and disciplinary knowledge
6.
There is research evidence suggesting the benefits to teaching students to read multiple
texts.
Research in multiple text use: precedents
Wineburg, 1991
Stahl, et al., 1996
Bazerman, 1985
Research in multiple text use and epistemology
Bråten and Strømsø, 2006
Jacobson and Spiro, 1995
Rukavina and Daneman, 1996
Bråten, Strømsø, and Samuelstuen, 2008
Shanahan & Shanahan 2008
Research in multiple text use in history
Hynd, Holschuh, and Hubbard, 2004
Nokes, Dole, and Hacker, 2002
Reisman, 2012
Project READI—tied to learning objectives:
Engage in close reading
Synthesis within and across historical resources
Construct claim and evidence relations across sources
Use interpretive Frameworks
Evaluate historical interpretations
Demonstrate epistemological understandings.
Research in multiple text use in science
Strømsø, Bråten and Samuelsten, 2008
Wiley & Voss, 2007
Le Bigot and Rouet, 2007
Tools Study Group, 2010
West Ed, 2009
7.
There are issues to consider when teaching students to read multiple texts.
Texts
Tools
Tasks
Project READI is a multi-institution collaboration to improve complex comprehension of multiple forms of text in
literature, history and science. It is supported by the Institute of Education Sciences, U.S. Department of Education,
through Grant R305F100007 to University of Illinois at Chicago. The opinions expressed are those of the authors and do
not represent views of the Institute or the U.S. Department of Education.
History Team members: Cynthia Shanahan, Susan Goldman, MariAnne George, Gayle Cribb, Michael Bolz, Michael
Manderino, Jackie Popp, Jodi Hoard, Johanna Heppeler