ERIC Number: EJ1158476
Record Type: Journal
Publication Date: 2017-Nov
Abstractor: As Provided
How Teachers Mobilize and Transform Their Conceptualizations of Reading Comprehension into Representations of Instructional Practice
McElhone, Dot; Tenore, F. Blake; Davis, Dennis S.
Literacy Research: Theory, Method, and Practice, v66 n1 p232-247 Nov 2017
This research examines the specialized knowledge of reading comprehension articulated by 12 middle school English language arts teachers sampled from three different regions of the United States and representing various levels of teaching experience. Using detailed interviews, concept mapping, and think aloud methods, we identified salient touchstones that characterize the teachers' understandings of how and why readers interact with texts to construct meanings and change as readers. In this article, we present examples that illustrate the many ways that these understandings of comprehension were mobilized and transformed in their explanations of instructional practices.
Descriptors: Reading Comprehension, English, Language Arts, Teaching Methods, Concept Mapping, Middle School Teachers, English Teachers, Case Studies, Semi Structured Interviews, Protocol Analysis, Knowledge Base for Teaching, Teacher Attitudes, Attitude Change
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Authoring Institution: N/A
Identifiers - Location: New York; Oregon; Texas
Grant or Contract Numbers: N/A