Literaturnachweis - Detailanzeige
| Autor/in | Moses, Lindsey |
|---|---|
| Titel | A Formative Study: Inquiry and Informational Text with Fifth-Grade Bilinguals |
| Quelle | In: Reading Horizons, 53 (2014) 4, S.21-42, Artikel 4 (22 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0502 |
| Schlagwörter | Bilingual Students; Grade 5; Reading Instruction; Writing Instruction; Inquiry; Elementary School Students; Learner Engagement; Intervention; English Language Learners; Spanish Speaking; Active Learning; Instructional Effectiveness; Educational Environment; Student Attitudes; Peer Relationship; Modeling (Psychology); Discussion (Teaching Technique); Feedback (Response); Observation; Student Surveys |
| Abstract | This article includes the findings from a formative experiment implementing inquiry with informational texts in a fifth-grade bilingual classroom after the completion of state assessments. The pedagogical goals were focused on facilitating engaged reading and writing for native Spanish-speakers and building content knowledge and related academic vocabulary in English. The intervention was designed to emphasize modeling of research, strategies of the inquiry process, self-selected reading, informational text-creation and peer interactions, discussions and feedback regarding inquiry. In this article, the author shares initial instructional plans for implementation as well as modifications that were made based on factors inhibiting and advancing the pedagogical goals throughout the six-week study. (As Provided). |
| Anmerkungen | Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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