Constructing interpretive inferences about literary text: The role of domain-specific knowledge
Learning and Instruction Volume 60, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
Student readers struggle to construct the interpretive inferences necessary for successful literary comprehension. Expert think-alouds were conducted to identify the kinds of domain-specific knowledge that were drawn upon when reading the short story "The Elephant". These data were used to construct three reading instructions provided to student (novice) literary readers. These instructions informed the student about two types of literary conventions (Rules of Notice, Rules of Signification, Combined). Analysis of the students’ essays indicated having both types of domain-specific knowledge yielded the most interpretive inferences. Attention to language mediated the effect suggesting a means for domain-specific knowledge to be used to leverage student engagement in literary interpretation.
McCarthy, K.S. & Goldman, S.R. (2019). Constructing interpretive inferences about literary text: The role of domain-specific knowledge. Learning and Instruction, 60(1), 245-251. Elsevier Ltd.