NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ870680
Record Type: Journal
Publication Date: 2009
Pages: 22
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1057-3569
Synthesized Comprehension Instruction in Primary Classrooms: A Story of Successes and Challenges
Dougherty Stahl, Katherine A.
Reading & Writing Quarterly, v25 n4 p334-355 2009
This 8-month qualitative study investigated 3 primary classrooms' implementation of a synthesized approach to comprehension instruction that incorporated vocabulary development, cognitive strategies, and responsive engagement. Three themes emerged, including successes and challenges in (a) the implementation of the separate components of the synthesis approach, (b) the gradual release of responsibility, and (c) the classroom logistics involved in the implementation of the synthesis approach. Teachers became more intentional in vocabulary development, explicit strategy instruction, and the asking of open-ended questions. Students were able to use strategies flexibly and engage in high-level discussions about complex texts. Small-group discussions were initiated, but it was difficult for primary students to lead and sustain productive discussions that enhanced meaning-making. (Contains 1 table.)
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: Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A