Elementary Pre-Service Teachers Learning to Use SFL-Informed Strategies for Literacy Instruction

Autor/in	Gresser, Valerie
Titel	Elementary Pre-Service Teachers Learning to Use SFL-Informed Strategies for Literacy Instruction
Quelle	(2021), (176 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-9794-1
Schlagwörter	Hochschulschrift; Dissertation; Second Language Learning; Second Language Instruction; Teaching Methods; Literacy Education; Language Usage; Linguistic Theory; Methods Courses; Preservice Teachers; Reading Comprehension; Reading Strategies; Reading Instruction; Student Attitudes; English (Second Language); Grammar; Teacher Education Programs; Reading Materials; Elementary School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Linguistische Theorie; Methodisch-didaktische Anleitung; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Language is a powerful tool authors use to construct meaning. To better meet the needs of their students, teachers need to learn about how language is used in text so that they can better help their students to comprehend the texts they read. This study investigated how a small group of pre-service teachers (PSTs) in an intermediate reading methods course learned to use six reading strategies informed by systemic functional linguistics (SFL), a meaning-based theory about language use. Three research questions guided this study: (a) what understanding about language and SFL-informed strategies do PSTs develop during the course? (b) what are PSTs' perceptions of the relevance and usefulness of the SFL-informed strategies? and (c) what factors promote or inhibit their understanding and use of these strategies for reading instruction? Data sources included student work from each strategy, exit tickets, participant interviews, and a summative reflection. These data were analyzed thematically through a fluid, dynamic process of open coding and axial coding and using validation strategies such as fieldwork, thick description, audit trail, data triangulation, and member checking. The analysis revealed that (a) the PSTs exhibited a nascent understanding of the six strategies taught and found them to be relevant and useful in the teaching of reading, and (b) the PSTs' efforts to make sense of the strategies were impacted by factors such as their knowledge of the English grammar, their prior learning experience, opportunity for group work, amount of scaffolding and feedback, format and quality of instructional delivery, and availability of reading materials. These findings have important implications for both research in teacher education and reading teacher educators who are interested in designing and implementing linguistically-informed curricula and pedagogies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01