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Beyond the Story Map
Author(s) -
McTigue Erin,
Douglass April,
Wright Katherine L.,
Hodges Tracey S.,
Franks Amanda D.
Publication year - 2015
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1377
Subject(s) - psychology , comprehension , vocabulary , empathy , reading comprehension , perspective (graphical) , perspective taking , cognition , emotional intelligence , intervention (counseling) , feeling , teaching method , chart , theory of mind , cognitive psychology , vocabulary development , mathematics education , social psychology , reading (process) , linguistics , philosophy , statistics , mathematics , artificial intelligence , neuroscience , psychiatry , computer science
Inferential comprehension requires both emotional intelligence and cognitive skills, however instructional comprehension strategies typically underemphasize the emotional contribution. This article documents an intervention used by diverse third grade students which centers on teaching story comprehension through character perspective‐taking (i.e., Theory of Mind). The intervention guides readers to identify the feelings and thoughts of two characters engaged in a conflict, and then analyze how their internal state drive their actions. As an alternative to a traditional story map, the authors created the graphic organizer, CHAMP : Cha rt for M ultiple P erspectives. Additional topics include selecting authentic children's literature to support perspective‐taking, employing the use of text evidence, and strategies for teaching emotional vocabulary. Implications for academic and social‐emotional learning (e.g., empathy), cross‐curricular extensions, and alignment to curricular standards are noted.