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ERIC Number: EJ922741
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-5841
Socio-Constructivist and Political Views on Teachers' Implementation of Two Types of Reading Comprehension Approaches in Low-Income Schools
Garcia, Georgia Earnest; Pearson, P. David; Taylor, Barbara M.; Bauer, Eurydice B.; Stahl, Katherine A. D.
Theory Into Practice, v50 n2 p149-156 2011
Researchers have reported that two types of instructional approaches--strategy instruction and high-level talk about text--lead to reading comprehension improvement in elementary-age students. One hypothesis is that both approaches have similar student outcomes because they develop high-level thinking about text. This article examines the literature on the two instructional approaches (cognitive strategy instruction and responsive engagement instruction), presents socio-constructivist views of teaching and learning, and explains what can happen when a socio-constructivist perspective guides teachers' implementation of either approach in low-income schools. The authors discuss three implementation challenges beyond the frameworks of either instructional approach--the impact of district/school initiatives, movement of teachers from teacher-directed to student-directed instruction, and the selection and use of appropriate texts--and how teachers have met such challenges. They conclude with recommendations for improved classroom practice.
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 - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305G030140