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ERIC Number: EJ1175844
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISSN: EISSN-1559-9035
Exploding the Wor(l)d: Using Challenging Texts to Reveal the Metacognitive Conversation with Pre-Service Teachers
Kershen, Julianna Lopez
Journal of Language and Literacy Education, v14 n1 Spr 2018
Based on experiences teaching a middle grades literacy course for pre-service teachers, this "Voices from the Field" article examines how challenging texts provoke adult learners to more closely attend to their reading experiences. By engaging with difficult texts, pre-service teachers experience frustration and confusion while reading. "Frustrational" texts (Ness & Kenny, 2016) are used as a means to remind teachers how young, developing readers often feel when confronted with unfamiliar text. This article describes a teaching and learning think-aloud process with two carefully selected frustrational texts. The overarching goal of my think-aloud instruction is to make visible the invisible metacognitive conversation which occurs during active reading. I also highlight how teacher modeling and student-centered discussions can support pre-service teachers' reflection on their own ethnocentrism and biases and encourage the development of culturally sustaining pedagogies (Paris & Alim, 2014). These classroom activities, and the challenging texts around which they are focused, seek to provide opportunities for teachers in training to re-see their own reading strengths and needs so that they are better equipped to use think-alouds in comprehension instruction and more empathetic as teachers of children.
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:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A