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 related to their interest level. The less a reader felt they knew about the topic, the less interested they were. Readers’ beliefs and interests after reading were related. Finally, elementary-aged readers’ learner characteristics and their rating of the persuasiveness of texts were associated. Readers’ pre-reading beliefs, demonstrated knowledge, and interest predicted the most variance related to readers’ rating of the persuasiveness of text. Readers’ pre-reading beliefs, interests, and demonstrated knowledge predicted how persuasive they rated the texts. After reading, their beliefs and interests predicted the most variance in their ratings of the persuasiveness of the texts. Readers’ interests and beliefs after reading predicted their ratings of the persuasiveness of texts.EXPLORING THE INTERPLAY BETWEEN FIFTH-GRADE READERS’ KNOWLEDGE, INTERESTS, AND BELIEFS AND THEIR PERCEPTIONS OF THE PERSUASIVENESS OF TEXT by Jessica Vollmerhausen Palladino Dissertation submitted to the Faculty of the Graduate School at the University of Maryland, College Park in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2007 Advisory Committee: Associate Professor John F. O’Flahavan, Chair/Advisor Professor Peter P. Afflerbach Professor Patricia A. Alexander Professor John T. Guthrie Associate Professor Marilyn Chambliss© Copyright by Jessica Vollmerhausen Palladino 2007iiAcknowledgements The question, “Are you done yet?” has taken on new meaning for me during this voyage. As friends and family repeatedly queried about my progress on my dissertation, I began to dread the inevitable question as well as my routine answer, “Well no, not yet.” However this experience has not only provided me with valuable insight about educational research, but I have gained appreciation for those around me. Through a variety of methods, the people I am surrounded by have shown me just how fortunate I am to have a supportive and thoughtful community to turn to. I am indebted to my committee who pushed me to develop as a researcher and scholar. Through his expertise, Peter Afflerbach helped me to explore the theoretical constructs of communication theory as well as reading research. John Guthrie encouraged me to develop an understanding of statistics, because of which I now feel excited about the potential surrounding design and analysis. I am especially grateful for the time and support of Patricia Alexander and Marilyn Chambliss, both of whom devoted numerous hours in guiding me through this journey by pushing my thinking and understanding of persuasion, text, and research. Your belief in me as well as your high expectations helped me develop as a scholar. My advisor, John O’Flahavan has served as my most patient supporter. Knowing when to push and when to pull, you have provided skilled guidance by allowing me to develop as a self-determining researcher! I have been fortunate to be surrounded by family, who has been caring and patient throughout this process. My brother Travis, Rosana, and now Marley have been my most ardent supporters. You all have been so positive and have had so much faith in my abilities, it inspired me. I have appreciated the escape you provided me through youriiihumor and friendship. My father unknowingly supported me through his favorite line thought to inspire us, “It will make you strong like a bull.” Whether tricking me into a run that was longer than he had promised, coaxing me to eat lima beans, or encouraging me to keep working on my dissertation, this mantra instilled in me the importance of diligence and hard work as a means of growing as a person. My grandmother has been a constant source of encouragement. Her kindness and care continue to remind me how fortunate I have been to have her and my Papa as influences throughout my life. My mom and stepfather Steve have been instrumental throughout this entire process. By listening, asking questions, and laughing, they have both provided a seemingly endless source of comfort. Since we were little my mom has told both my brother and I “You’re the best.” It is because of her consistency, love, and devotion that we are who we are today, and for that I will be forever indebted. Actually Mom-you’re the best! Finally, without my husband Steve I would not have been able to accomplish this goal. He