ERIC Number: EJ1082648
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
The Role of Identity in Reading Comprehension Development
Hall, Leigh A.
Reading & Writing Quarterly, v32 n1 p56-80 2016
The purpose of this year-long project was to examine an instructional framework intended to help middle school teachers create instruction that responds to students' reading identities while also helping students learn the skills they need to be successful readers. The project used a formative design approach in order to achieve 3 pedagogical goals with middle school students: (a) examine and positively change their involvement with classroom reading practices, (b) improve their reading comprehension abilities, and (c) allow them to progress in who they want to become as readers.
Descriptors: Self Concept, Middle School Teachers, Reading Instruction, Middle School Students, Teaching Methods, Reading Comprehension, Reading Improvement, Self Efficacy, Grade 8, English, Language Arts, Reading Tests, Interrater Reliability, Role, Observation, Semi Structured Interviews, Questionnaires, Qualitative Research
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 8; Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
Grant or Contract Numbers: N/A