Teaching Comprehension and Critical Literacy: Investigating Guided Reading in Three Primary Classrooms

Autor/in	Fisher, Annie
Titel	Teaching Comprehension and Critical Literacy: Investigating Guided Reading in Three Primary Classrooms
Quelle	In: Literacy, 42 (2008) 1, S.19-28 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/j.1467-9345.2008.00477.x
Schlagwörter	Student Teachers; Teacher Effectiveness; Foreign Countries; Literacy; Reading Instruction; Teaching Methods; Primary Education; Reading Comprehension; Critical Thinking; Case Studies; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Primarbereich; Leseverstehen; Kritisches Denken; Case study; Fallstudie; Case Study; Großbritannien
Abstract	With the introduction of the National Literacy Strategy, England's primary school teachers were asked to replace "listening to children read"--a practice deeply embedded in UK pedagogy--with guided reading, a practice focused on interpretive and critical comprehension rather than accuracy and fluency. This small-scale research project addresses the perceptions of the author's Primary B.Ed. student teachers that what goes on under the name of guided reading in the classrooms in which they undertake teaching practice does not do justice to the term. In particular, it examines the claim that fluent readers are still engaged in reading aloud, rather than being taught how to develop analytical strategies for comprehension and engage in collaborative dialogue to develop cognition and promote interpretive critical literacy. Using interpretive methodology, this small-scale study examines episodes of guided reading in three case study classrooms. In each episode examined, although some form of group reading was conducted, there was no opportunity for children to read silently or engage in collaborative discussion, little teaching of inferential comprehension and none of evaluative strategies. The study reaches tentative rather than conclusive answers. These suggest that the effective teaching of guided reading depends both upon the understanding of its psychological underpinning, and also on the teacher's ability, through sharing responsibility for problem solving with the children, to build bridges between what is known and what is new. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10