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EXPLORING THE INTERPLAY BETWEEN FIFTH-GRADE READERS’ KNOWLEDGE, INTERESTS, AND BELIEFS



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ABSTRACT Title of Document EXPLORING THE INTERPLAY BETWEEN FIFTH GRADE READERS KNOWLEDGE INTERESTS AND BELIEFS AND THEIR PERCEPTIONS OF THE PERSUASIVENESS OF TEXT Jessica Vollmerhausen Palladino Doctor of Philosophy 2007 Directed by Associate Professor John F O Flahavan EDCI This study explored the interplay between fifth grade readers knowledge interests and beliefs and their perceptions of the persuasiveness of text This study explored three research questions a In what ways do fifth grade readers differentially perceive the persuasiveness of argument and explanation structures b What is the relation between fifth grade readers perceived knowledge demonstrated knowledge interests and beliefs prior to and after reading persuasive text c In what ways are perceptions about the persuasiveness of text associated with fifth grade readers perceived knowledge demonstrated knowledge interest and beliefs Fifth grade readers n 53 read two texts one written in the argument structure and the other in explanation structure Readers perceived knowledge demonstrated knowledge interests and beliefs about the text topic were measured before and after reading the texts Readers rated the persuasiveness of each text after reading both texts Four readers were selected to participate in a retrospective verbal report The data analyses produced several interesting findings related to the interplay of readers knowledge interests beliefs and perceived persuasiveness of text Text structure did not independently influence elementary aged readers perceptions of the persuasiveness of a text Elementary aged readers found the argument and explanation text structures to be equally persuasive Elementary aged readers perceived knowledge demonstrated knowledge interest and beliefs were positively related before and after reading Additionally readers knowledge was related to their beliefs The more readers knew the more they tended to agree with the stance of the author Readers perceived knowledge was



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