Comprehension as Social and Intellectual Practice: Rebuilding Curriculum in Low Socioeconomic and Cultural Minority Schools

Autor/inn/en	Luke, Allan; Woods, Annette; Dooley, Karen
Titel	Comprehension as Social and Intellectual Practice: Rebuilding Curriculum in Low Socioeconomic and Cultural Minority Schools
Quelle	In: Theory Into Practice, 50 (2011) 2, S.157-164 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
Schlagwörter	Foreign Countries; Reading Comprehension; Reading Instruction; Teaching Methods; Student Diversity; Socioeconomic Status; Disadvantaged Environment; Elementary Education; Indigenous Populations; English (Second Language); Curriculum Development; Sustainability; Learner Engagement; Australia + Suchen Sie Ihr Suchwort? Ausland; Leseverstehen; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Socio-economic status; Sozioökonomischer Status; Elementarunterricht; Sinti und Roma; English as second language; English; Second Language; Englisch als Zweitsprache; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Nachhaltigkeit; Australien
Abstract	This article reframes the concept of comprehension as a social and intellectual practice. It reviews current approaches to reading instruction for linguistically and culturally diverse, indigenous and low socioeconomic students (SES), noting an emphasis on comprehension as autonomous skills. The four resources model (Freebody & Luke, 1990) is used to make the case for integrating comprehension instruction with an emphasis on student cultural and community knowledge, and substantive intellectual and sociocultural content in elementary school curricula. Illustrations are drawn from our research on literacy in a low SES primary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10