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Supporting Students’ Comprehension of Historical Fiction with Informational Texts

Wallace, Mandy (2020) Supporting Students’ Comprehension of Historical Fiction with Informational Texts. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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This investigation focused on the implementation of a unit for fourth grade students that incorporated both primary and secondary sources to support students’ comprehension of a historical fiction novel, Riding Freedom (Muñoz-Ryan, 1998). Theoretical perspectives and reviews of literature informed the unit design and instructional decisions during the unit. Throughout the unit, multiple data sources were collected and analyzed that included (a) pre/post-assessment, (b) lesson plans, (c) my reflections and analysis of the lesson plan enactments, and (d) student assignments. Findings suggest that students who are not considered proficient readers on the state assessment can engage in challenging content and make rich connections to the characters, setting, and historical context of a novel. In addition, findings also suggest the importance of teacher reflection and analysis during action research.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Wallace, Mandymwallace.teacher@gmail.commlw1150000-0001-9840-3032
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Thesis AdvisorKucan,
Committee MemberRainey,
Committee MemberTrovato,
Committee MemberCho,
Date: 7 July 2020
Date Type: Publication
Defense Date: 31 March 2020
Approval Date: 7 July 2020
Submission Date: 3 June 2020
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 148
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: comprehension, historical, multiple sources, elementary
Date Deposited: 07 Jul 2020 19:32
Last Modified: 07 Jul 2020 19:32


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