The present study builds upon established best practices in narrative comprehension instruction by redesigning a story map, to both retain the benefits of text structure instruction, while also facilitating students to reach deeper levels of character-based comprehension. We entitled our revised story map the Chart for Multiple Perspectives (CHAMP). Using the CHAMP, we provided a 15 day, one-on-one tutoring intervention to four 3rd grade students (three intervention, one control). Drawing upon developmental theories regarding perspective-taking, the students used the CHAMP to consider the characters at multiple levels. The research design of this exploratory, mixed-methods research was single-subject design with the primary outcome measure of performance on plot- and inference-based comprehension questions. Additionally, we used qualitative analysis of the retelling and conversations during story reading to inform the quantitative results. Considered in concert, the data from this study suggests that explicit instruction in perspective-taking, supported by use of the CHAMP, deepened the plot and character comprehension of third grade readers.
This is an Accepted Manuscript of an article published by Routledge an imprint of Taylor & Francis Group in Journal of Research in Childhood Education on July 2018, available online at doi: 10.1080/02568543.2018.1464529
Hodges, Tracey S.; McTigue, Erin; Wright, Katherine Landau; Franks, Amanda D.; and Matthews, Sharon D.. (2018). "Transacting with Characters: Teaching Children Perspective-Taking with Authentic Literature". Journal of Research in Childhood Education, 32(3), 343-362. https://doi.org/10.1080/02568543.2018.1464529