This study examined the reading of fiction and nonfiction text by second grade readers. A comparison of their reading processes, comprehension, and perceptions are highlighted. The study was conducted given the changing demands of reading in the 21st century and the current literacy experiences typically presented in elementary schools.
The study investigated three questions: For second-grade readers, some with more exposure to nonfiction text and some with less: 1) What are the differences, if any, in their reading processes? 2) What differences, if any, occur in their comprehension? and 3) What differences, if any, are there in participant's perceptions of their reading of fiction and nonfiction text? The procedures included analyzing Reading Miscue Inventories as well as retellings of fiction and nonfiction text by each participant as well as reader interviews.
The results demonstrated that processing was more deftly accomplished during fiction reading, that comprehension was greater after fiction reading and that participant's perceptions of their reading was not always consistent with their RMI and retelling scores. Additional patterns emerged showing males demonstrated more consistent scores than females between the readings of one genre as compared to the other. Additionally, there were multiple, consecutive sentences that were semantically acceptable, but from which no information was included in the retellings. A final pattern surfaced indicating common areas of the text from which participants included information in their retellings.
","abstract_html":"<p>This study examined the reading of fiction and nonfiction text by second grade readers. A comparison of their reading processes, comprehension, and perceptions are highlighted. The study was conducted given the changing demands of reading in the 21st century and the current literacy experiences typically presented in elementary schools.</p> <p> The study investigated three questions: For second-grade readers, some with more exposure to nonfiction text and some with less: 1) What are the differences, if any, in their reading processes? 2) What differences, if any, occur in their comprehension? and 3) What differences, if any, are there in participant's perceptions of their reading of fiction and nonfiction text? The procedures included analyzing Reading Miscue Inventories as well as retellings of fiction and nonfiction text by each participant as well as reader interviews.</p> <p>The results demonstrated that processing was more deftly accomplished during fiction reading, that comprehension was greater after fiction reading and that participant's perceptions of their reading was not always consistent with their RMI and retelling scores. Additional patterns emerged showing males demonstrated more consistent scores than females between the readings of one genre as compared to the other. Additionally, there were multiple, consecutive sentences that were semantically acceptable, but from which no information was included in the retellings. A final pattern surfaced indicating common areas of the text from which participants included information in their retellings.</p>","abstract_has_math":false,"creators":["Lopata-Prosperi, Glorianne"],"institution":null,"degree_name":"Ed.D.","degree_level":"Open Access Dissertation","degree_discipline":"Elementary Education","degree_department":null,"school":null,"contributors":["Karen Feathers"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-01-01T08:00:00Z","date_published":"2010-01-01T08:00:00Z","updated_at":"2026-07-24T05:58:42Z","subjects":["comprehending","comprehension","fiction","miscue analysis","nonfiction","Curriculum and Instruction","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/144","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Karen Feathers"]},{"key":"dc:creator","label":"Author","values":["Lopata-Prosperi, Glorianne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2010-11-08T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Elementary Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["comprehending","comprehension","fiction","miscue analysis","nonfiction","Curriculum and Instruction","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/144"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the reading of fiction and nonfiction text by second grade readers. A comparison of their reading processes, comprehension, and perceptions are highlighted. The study was conducted given the changing demands of reading in the 21st century and the current literacy experiences typically presented in elementary schools.
The study investigated three questions: For second-grade readers, some with more exposure to nonfiction text and some with less: 1) What are the differences, if any, in their reading processes? 2) What differences, if any, occur in their comprehension? and 3) What differences, if any, are there in participant's perceptions of their reading of fiction and nonfiction text? The procedures included analyzing Reading Miscue Inventories as well as retellings of fiction and nonfiction text by each participant as well as reader interviews.
The results demonstrated that processing was more deftly accomplished during fiction reading, that comprehension was greater after fiction reading and that participant's perceptions of their reading was not always consistent with their RMI and retelling scores. Additional patterns emerged showing males demonstrated more consistent scores than females between the readings of one genre as compared to the other. Additionally, there were multiple, consecutive sentences that were semantically acceptable, but from which no information was included in the retellings. A final pattern surfaced indicating common areas of the text from which participants included information in their retellings.
"]},{"key":"dc:title","label":"Title","values":["Looking At A More Comprehensive Picture Of Reading As Enacted By Second-Grade Readers"]}]}],"canonical_facts":{"dc:contributor":["Karen Feathers"],"dc:creator":["Lopata-Prosperi, Glorianne"],"dc:date.available":["2010-11-08T08:00:00Z"],"dc:description.abstract":["This study examined the reading of fiction and nonfiction text by second grade readers. A comparison of their reading processes, comprehension, and perceptions are highlighted. The study was conducted given the changing demands of reading in the 21st century and the current literacy experiences typically presented in elementary schools.
The study investigated three questions: For second-grade readers, some with more exposure to nonfiction text and some with less: 1) What are the differences, if any, in their reading processes? 2) What differences, if any, occur in their comprehension? and 3) What differences, if any, are there in participant's perceptions of their reading of fiction and nonfiction text? The procedures included analyzing Reading Miscue Inventories as well as retellings of fiction and nonfiction text by each participant as well as reader interviews.
The results demonstrated that processing was more deftly accomplished during fiction reading, that comprehension was greater after fiction reading and that participant's perceptions of their reading was not always consistent with their RMI and retelling scores. Additional patterns emerged showing males demonstrated more consistent scores than females between the readings of one genre as compared to the other. Additionally, there were multiple, consecutive sentences that were semantically acceptable, but from which no information was included in the retellings. A final pattern surfaced indicating common areas of the text from which participants included information in their retellings.
"],"dc:identifier":["https://digitalcommons.wayne.edu/oa_dissertations/144"],"dc:subject":["comprehending","comprehension","fiction","miscue analysis","nonfiction","Curriculum and Instruction","Elementary Education and Teaching"],"dc:title":["Looking At A More Comprehensive Picture Of Reading As Enacted By Second-Grade Readers"],"thesis:degree_discipline":["Elementary Education"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Ed.D."]},"updated_at":"2026-07-24T05:58:42Z"}