“... and how can we know that, then?”

Middle school students’ reading strategies when responding to reading tasks in social science that require a critical approach

Abstract

The ability to read critically is emphasized in the latest revision of the Norwegian cur­ricula. Critical reading can be operationalized in various ways, but involves under­standing of argumentation in texts. This study draws attention to middle school students’ reading strategies when they are given tasks that require them to identify textual evi­dence in social science texts. The study focuses on students’ incorrect answers. The first step of the analysis is based on students’ written responses to two tasks from the Nor­wegian national tests in reading for grade 8, one constructed response item (N = 34 569) and one multiple choice item (N = 33 000). A content analysis of a sample (N = 500) of incorrect answers to the constructed response item, is conducted. In addition, the alternatives in the multiple-choice item are analyzed. In the second step, interview data from verbal protocols with students in grade 8 (N = 7), who answer the same two tasks, are analyzed. The students are interviewed about their use of strategies, and a film (eye scan) of their reading is used as support in the conversation and in the analysis of the data. The findings indicate that some students use superficial reading strategies and they do not draw a logical conclusion between claim and evidence. Some students have challenges in identifying evidence that is contrary to what they expect based on their prior knowledge. The study has implications for the field of practice by providing an insight into possible reasons why students have challenges with tasks that require a critical approach to the text. The study also highlights questions about whether and how critical reading can be measured by standardized tests. By combining different methods, the study can also contribute to further research on students’ use of strategies.