Inner Dialogue Reading Behaviors and Student Comprehension of Texts

Abstract

This study examines the use of inner dialogue reading behaviors by third grade students who achieve high scores on commercial reading assessments. The study looks at one class of third grade students in Western New York, and comparatively analyzes their self-reported use of reading behaviors in relation to their achieved scores on the Next Step in Guided Reading (GRA) commercial reading assessment. The researcher collected qualitative data from the participants using results from the administered GRA assessment, structured verbal interviews, and participants’ written responses in their weekly Independent Reading Logs. Conclusions for participants who scored highly on commercial reading assessments include the following: 1. High scoring participants use a variety of reading behaviors as part of a focused and on-going inner dialogue that takes place during the reading process; 2. High scoring participants understand that comprehending text requires cognitive processing beyond decoding words accurately; and 3. High scoring participants understand reading to be a process of gathering and conveying information and ideas. In effect, they view reading as being disintermediated from the physical medium of the printed text itself. For them, reading is a process of making meaning and understanding an author’s perspective or intent. This is different from participants who did not score as highly on commercial reading assessments, who viewed decoding accuracy as the primary function of reading. Implications of this research include the need for equal focus on both decoding and comprehension reading instruction in the classroom; and explicit instruction on the successful use of inner dialogue reading behaviors to support and enhance reading comprehension.