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ERIC Number: EJ1097038
Record Type: Journal
Publication Date: 2011
Pages: 22
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: EISSN-1559-9035
Read, Baby, Read: Developing Content Knowledge to Positively Impact the Practice of Teaching Nonfiction Reading
Sugarman, Sarah
Journal of Language and Literacy Education, v7 n2 p22-43 2011
The field of teacher research is increasingly including self-study as a valid and reliable method with which teachers can study and improve practice. In this self-study, I develop knowledge of myself as a nonfiction reader and use it to inform my instruction. Guided by the work of Schoenbach, Greenleaf, Cziko, and Hurwitz (1999), I use metacognitive reading logs to examine how I think when I read and to select reading strategies around which to develop lessons for my third-grade students. In three cycles of action research, I teach the lessons and analyze them through journaling and dialoging with two critical friends. I find that empathizing with a novice experience of reading helps my lesson content become more rigorous and my pedagogy become more authentic and inclusive of my students as co-constructors of knowledge. These findings have implications for my practice, for teacher professional development, and for the field of teacher cognitive psychology.
Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California