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ERIC Number: EJ1025811
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0034-0561
The Tough Part: Getting First Graders Engaged in Reading
Mahiri, Jabari; Maniates, Helen
Reading Teacher, v67 n4 p255-263 Dec 2013-Jan 2014
Literacy engagement is critical to the development of reading proficiency. Yet, many students, having had varied and often limited experiences with formal literacy practices, begin schooling in an interstitial state that might more accurately be called "pre-engagement" where though eager to learn, they are unsure how to fully focus on academic tasks. This qualitative study of a strategic case of a highly effective first grade teacher in a challenging urban setting revealed the importance of systematically structuring student participation and accountability through particular pedagogical strategies in order to move students from this state of pre-engagement to becoming fully "engaged" in reading. Analysis of her case indicated the significance of specific instructional and dispositional strategies and how they directly connected to clearly articulated teaching perspectives. The study found that these strategies provided intentional structures for encouraging, but also holding students accountable for participation and focus for the duration of rigorous learning tasks. These participatory structures opened viable pathways to getting first graders engaged in reading.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A