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ERIC Number: EJ1059105
Record Type: Journal
Publication Date: 2015-May
Pages: 10
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1081-3004
Mediating Complex Texts in the Upper Grades: Considering Motivation, Instructional Intensity, and Cognitive Challenge
Ford-Connors, Evelyn; Dougherty, Susan; Robertson, Dana A.; Paratore, Jeanne R.
Journal of Adolescent & Adult Literacy, v58 n8 p650-659 May 2015
Rising expectations for middle grade students to independently read and comprehend complex, discipline-specific texts have also raised expectations for the ways teachers will teach. Helping all students, despite assessed reading levels, to access grade level texts calls for instructional approaches that not only meet readers where they are, but also integrate three key elements: motivation and engagement, instructional intensity, and cognitive challenge. This article examines how instruction incorporating these elements promotes students' comprehension and uses a middle school learning scenario to illustrate how teachers might integrate these elements into their own instruction.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A