ERIC Number: ED340005
Record Type: RIE
Publication Date: 1991-Nov
Reference Count: N/A
Embracing the Instructional Complexities of Reading Instruction. Research Series No. 208.
Roehler, Laura R.
A year long study used data collected from 3 teachers and 15 students (in the first, third, and sixth grades of a rural midwestern school) to illustrate the relationships between students' understandings, strategic actions, metacognitive awareness, motivation in reading, and teachers who embrace instructional complexities. The complexities involved: (1) instructional understandings that reflect the multiple, complex, interrelated outcomes of becoming literate; and (2) adaptive instructional actions designed to develop understandings of what reading is, what good readers do, how good readers feel, when good readers use their strategic knowledge, and how everything fits together. The three teachers and five students from the lowest achieving reading group in each class participated in the study. Measures were taken at pre-, mid- and post-year time points which assessed teacher instructional understandings and adaptive actions as well as student understandings about reading, strategic actions while reading, awareness of lesson content, and motivation. Results indicated ways to alter thinking and actions about the development of strategic readers, and imply that teachers should embrace the complexities of classroom reading instruction. Findings suggest that the tendency to simplify instructional content actually impedes learning when complex, multiple, interrelated outcomes are sought. (Three tables of data and 2 figures are included; 15 references are attached.) (PRA)
Descriptors: Classroom Techniques, Elementary Education, Instructional Effectiveness, Instructional Improvement, Reading Achievement, Reading Instruction, Reading Processes, Reading Research, Reading Strategies, Rural Schools, Student Improvement, Teacher Attitudes, Teacher Student Relationship
Institute for Research in Teaching, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($4.00).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Identifiers: Reading Motivation