Abstract
A play intervention was used with second grade students to help them develop a deeper understanding of format based informational text features. On Day 1 of the intervention, groups of students role played as reporters as they observed classmates at play. During Days 2 - 5 of the intervention, the same students wrote an informational book about the play they had observed. A pre-interview was used to determine which format based informational text features were noticed and/or explained by the students in an informational trade book. The text features that were included in the trade book were: table of contents, heading, photograph, diagram, bold words, glossary, index and labels. On the post-interview, conducted months after the intervention, all groups increased the number of text features noticed and/or explained. Analysis of the discussions during Days 2 - 5 was conducted to see what aspect of the intervention was responsible for the increased score on the post-interview. For some students, hearing other members of the group mention a text feature during the intervention was the catalyst for learning that text feature. For other students, text features were noticed on the post-interview that were never mentioned during the intervention by group members. For those students, the play itself created opportunities for developing a greater understanding of format based text features.
","abstract_html":"<p>Abstract</p> <p>A play intervention was used with second grade students to help them develop a deeper understanding of format based informational text features. On Day 1 of the intervention, groups of students role played as reporters as they observed classmates at play. During Days 2 - 5 of the intervention, the same students wrote an informational book about the play they had observed. A pre-interview was used to determine which format based informational text features were noticed and/or explained by the students in an informational trade book. The text features that were included in the trade book were: table of contents, heading, photograph, diagram, bold words, glossary, index and labels. On the post-interview, conducted months after the intervention, all groups increased the number of text features noticed and/or explained. Analysis of the discussions during Days 2 - 5 was conducted to see what aspect of the intervention was responsible for the increased score on the post-interview. For some students, hearing other members of the group mention a text feature during the intervention was the catalyst for learning that text feature. For other students, text features were noticed on the post-interview that were never mentioned during the intervention by group members. For those students, the play itself created opportunities for developing a greater understanding of format based text features.</p>","abstract_has_math":false,"creators":["Dandalides, Susan Fisher"],"institution":null,"degree_name":"Ed.D.","degree_level":"Open Access Dissertation","degree_discipline":"Elementary Education","degree_department":null,"school":null,"contributors":["Poonam Arya"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T06:00:09Z","subjects":["format based text features","play","reading","Curriculum and Instruction","Education","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.wayne.edu/oa_dissertations/1287","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Poonam Arya"]},{"key":"dc:creator","label":"Author","values":["Dandalides, Susan Fisher"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-01-01T08:00:00Z"]},{"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":["format based text features","play","reading","Curriculum and Instruction","Education","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.wayne.edu/oa_dissertations/1287"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Abstract
A play intervention was used with second grade students to help them develop a deeper understanding of format based informational text features. On Day 1 of the intervention, groups of students role played as reporters as they observed classmates at play. During Days 2 - 5 of the intervention, the same students wrote an informational book about the play they had observed. A pre-interview was used to determine which format based informational text features were noticed and/or explained by the students in an informational trade book. The text features that were included in the trade book were: table of contents, heading, photograph, diagram, bold words, glossary, index and labels. On the post-interview, conducted months after the intervention, all groups increased the number of text features noticed and/or explained. Analysis of the discussions during Days 2 - 5 was conducted to see what aspect of the intervention was responsible for the increased score on the post-interview. For some students, hearing other members of the group mention a text feature during the intervention was the catalyst for learning that text feature. For other students, text features were noticed on the post-interview that were never mentioned during the intervention by group members. For those students, the play itself created opportunities for developing a greater understanding of format based text features.
"]},{"key":"dc:title","label":"Title","values":["Creating Opportunities For Learning: Play As A Scaffold For Format Based Informational Text Features"]}]}],"canonical_facts":{"dc:contributor":["Poonam Arya"],"dc:creator":["Dandalides, Susan Fisher"],"dc:date.available":["2015-01-01T08:00:00Z"],"dc:description.abstract":["Abstract
A play intervention was used with second grade students to help them develop a deeper understanding of format based informational text features. On Day 1 of the intervention, groups of students role played as reporters as they observed classmates at play. During Days 2 - 5 of the intervention, the same students wrote an informational book about the play they had observed. A pre-interview was used to determine which format based informational text features were noticed and/or explained by the students in an informational trade book. The text features that were included in the trade book were: table of contents, heading, photograph, diagram, bold words, glossary, index and labels. On the post-interview, conducted months after the intervention, all groups increased the number of text features noticed and/or explained. Analysis of the discussions during Days 2 - 5 was conducted to see what aspect of the intervention was responsible for the increased score on the post-interview. For some students, hearing other members of the group mention a text feature during the intervention was the catalyst for learning that text feature. For other students, text features were noticed on the post-interview that were never mentioned during the intervention by group members. For those students, the play itself created opportunities for developing a greater understanding of format based text features.
"],"dc:identifier":["https://digitalcommons.wayne.edu/oa_dissertations/1287"],"dc:subject":["format based text features","play","reading","Curriculum and Instruction","Education","Elementary Education and Teaching"],"dc:title":["Creating Opportunities For Learning: Play As A Scaffold For Format Based Informational Text Features"],"thesis:degree_discipline":["Elementary Education"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Ed.D."]},"updated_at":"2026-07-24T06:00:09Z"}