Login | Register

Educational Benefits from Immersion into Fiction and Nonfiction Literary Worlds

Title:

Educational Benefits from Immersion into Fiction and Nonfiction Literary Worlds

Dwyer, Meredyth (2019) Educational Benefits from Immersion into Fiction and Nonfiction Literary Worlds. Masters thesis, Concordia University.

[img]
Preview
Text (application/pdf)
Dwyer_MA_S2020.pdf - Accepted Version
1MB

Abstract

Reading fiction is positively correlated with many educational and social benefits. The current study explored a comparison of historical fiction and nonfiction read alouds to determine if differences were observed in student’s transportation, content learning and socio-emotional development. The participants consisted of 40 students with ages ranging from 9- to 12-years-old. Over the period of one week, four classrooms were visited by a researcher for three sessions where excerpts from a fiction novel or nonfiction book were read aloud. The participants were then assessed on their content knowledge of the Great Depression, and their self-reports of transportation, perspective taking, fantasy, empathetic concern and helping behaviours. Through quantitative and qualitative data analysis, it was discovered that both fiction and nonfiction groups learned the same amount of content; however, fiction allowed for more positive relationships between transportation and socio-emotional development self-reports. Therefore, fiction novels can provide opportunities for the learning of historical information, while enabling a child’s growth in socio-emotional development.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Dwyer, Meredyth
Institution:Concordia University
Degree Name:M.A.
Program:Child Studies
Date:13 November 2019
Thesis Supervisor(s):Martin-Chang, Sandra
ID Code:986304
Deposited By: Meredyth Dwyer
Deposited On:25 Jun 2020 19:21
Last Modified:25 Jun 2020 19:21

References:

References

Bal, P.M., & Veltkamp, M. (2013). How does fiction reading influence empathy? An experimental investigation on the role of emotional transportation. PLoS ONE, 8, 1-12. doi:10.1371/journal.pone.0055341
Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives, 6, ix-xi.
Brugar, K. A., Roberts, K. L., Jiménez, L. M., & Meyer, C. K. (2018). More than mere motivation: Learning specific content through multimodal narratives. Literacy Research and Instruction, 57, 183-208. doi:10.1080/19388071.2017.1351586
Camp, D. (2000). It takes two: Teaching with twin texts of fact and fiction. Reading Teacher, 53, 400-408. Retrieved from http://www.jstor.org/stable/20204812
Cunningham, A.E., & Stanovich, K. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33, 934-945. doi:10.1037/0012-1649.33.6.934
Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 22, 8-15.
Curtis, C. P. (1999). Bud, not Buddy. New York, NY: Scholastic.
Davis, M. H. (1980). A multidimensional approach to individual differences in empathy. JSAS Catalog of Selected Documents in Psychology, 10, 1–19.
Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44, 113-126. doi:10.1037/0022-3514.44.1.113
Fong, K., Mullin, J., Mar, R.A., (2015). How exposure to literary genres relates to attitudes towards gender roles and sexual behavior. Psychology of Aesthetics, Creativity and the Arts, 9, 274-285. doi:10.1037/a0034084
Green, M. C., & Brock, T. C. (2000). The role of transportation in the persuasiveness of public narratives. Journal of Personality and Social Psychology, 79, 701-721. doi:10.1037/0022-3514.79.5.701
Hicks, A., & Martin, D. (1997). Teaching English and history through historical fiction. Children's Literature in Education, 28, 49-59. doi:10.1023/A:1025067728986
Jensen, J. D., Christy, K., Krakow, M., John, K., & Martins, N. (2016). Narrative transportability, leisure reading, and genre preference in children 9-13 years old. Journal of Educational Research, 109, 666-674. doi:10.1080/00220671.2015.1034351
Johnson, D. R. (2012). Transportation into a story increases empathy, prosocial behavior, and perceptual bias toward fearful expressions. Personality and Individual Differences, 52, 150-155. doi:10.1016/j.paid.2011.10.005
Johnson, D. R. (2013). Transportation into literary fiction reduces prejudice against and increases empathy for Arab-Muslims. Scientific Study of Literature, 3, 77-92. doi:10.1075/ssol.3.1.08joh
Kozak, S. & Recchia, H. (2018). Reading and the development of social understanding: Implications for the literacy classroom. The Reading Teacher, 5, 569-577. doi:10.1002/trtr.1760
Kuhn, K. E., Rausch, C. M., McCarty, T. G., Montgomery, S. E., & Rule, A. C. (2017). Utilizing non-fiction texts to enhance reading comprehension and vocabulary in primary grades. Early Childhood Education Journal, 45, 285-296. doi:10.1007/s10643-015-0763-9
Laerd Statistics. (2015). Statistical tutorials and software guides. Retrieved from
http://statistics.laerd.com/
Mar, R.A., Oatley, K., Hirsh, J., dela Paz, J., & Peterson, J.B. (2006). Bookworms versus nerds: Exposure to fiction versus non-fiction, divergent associations with social ability, and the simulation of fictional social worlds. Journal of Research in Personality, 40, 694-712. doi:10.1016/j.jrp.2005.08.002
Mar, R. A., & Oatley, K. (2008). The function of fiction is the abstraction and simulation of social experience. Perspectives on Psychological Science, 3, 173-192. doi:10.1111/j.1745-6924.2008.00073x
Mar, R.A., Oatley, K., & Peterson, J.B. (2009). Exploring the link between reading fiction and empathy: Ruling out individual differences and examining outcomes. Communications, 34, 407-428. doi:10.1515/COMM.2009.025
Mar, R.A., Tackett, J.L., & Moore, C. (2010). Exposure to media and theory-of-mind development in preschoolers. Cognitive Development, 25, 69-78. doi:10.1016/j.cogdev.2009.11.002
Marsh, E. J., Meade, M. L., & Roediger III, H. L. (2003). Learning facts from fiction. Journal of Memory and Language, 49, 519-536. doi:10.1016/S0749-596X(03)00092-5
Martin-Chang, S., & Gould, O. N. (2008). Revisiting print exposure: Exploring differential links to vocabulary, comprehension and reading rate. Journal of Research in Reading, 31, 273-284. doi:10.1111/j.1467-9817.2008.00371.x
Overly, N. V., & Spalding, E. (1993). The novel as metaphor for curriculum and tool for curriculum development. Journal of Curriculum and Supervision, 8, 140-56.
Pascal, J.B. (2015). What was the Great Depression? New York, NY: Grosset & Dunlap.
Penguin Random House. (2019). Retrieved from https://www.penguinrandomhouse.com/books/317009/what-was-the-great-depression-by-janet-b-pascal-illustrated-by-dede-putra/
Rycik, M. T., & Rosler, B. (2009). The return of historical fiction. Reading Teacher, 63, 163-166. doi:10.1598/RT.63.2.8
Saldaña, J. (2013). The coding manual for qualitative researchers. Los Angeles: SAGE Publications.
Scholastic (2019). Retrieved from https://www.scholastic.com/teachers/books/bud-not-buddy-by-christopher-paul-curtis/
Sparks, R. L., Patton, J., & Murdoch, A. (2014). Early reading success and its relationship to reading achievement and reading volume: replication of ’10 years later’. Reading and Writing, 27, 189-211. doi:10.1007/s11145-013-9439-2
Spear-Swerling, L., Brucker, P. O., & Alfano, M. P. (2010). Relationships between sixth-graders’ reading comprehension and two different measures of print exposure. Reading & Writing: An Interdisciplinary Journal, 23, 73-96. doi:10.1007/s11145-008-9152-8.
Stanovich, K. E., & Cunningham, A. E. (1993). Where does knowledge come from? Specific associations between print exposure and information acquisition. Journal of Educational Psychology, 85, 211-229. doi:10.1037/0022-0663.85.2.211
Smith, J. A. (1993). Content learning: A third reason for using literature in teaching reading. Literacy Research and Instruction, 32, 64-71. doi:10.1080/19388079309558125
Torppa, M., Niemi, P., Vasalampi, K., Lerkkanen, M. K., Tolvanen, A., & Poikkeus, A. M. (2019). Leisure reading (but not any kind) and reading comprehension support each other—A longitudinal study across grades 1 and 9. Child development, 00, 1-25. doi:10.1111/cdev.13241
Vezzali, L., Stathi, S., Giovannini, D., Capozza, D., & Trifiletti, E. (2015). The greatest magic of harry potter: Reducing prejudice. Journal of Applied Social Psychology, 45, 105-121. doi:10.1111/jasp.12279
West, R. F., Stanovich, K. E., & Mitchell, H. R. (1993). 'Reading in the real world and its correlates': Erratum. Reading Research Quarterly, 28, 215-215. doi:10.2307/747991
All items in Spectrum are protected by copyright, with all rights reserved. The use of items is governed by Spectrum's terms of access.

Repository Staff Only: item control page

Downloads per month over past year

Research related to the current document (at the CORE website)
- Research related to the current document (at the CORE website)
Back to top Back to top