Reading instruction in 5th grade. teachers' perspectives on promoting self-regulated reading in language and content area teaching.

Autor/in	Schmitz, Anke
Titel	Reading instruction in 5th grade. teachers' perspectives on promoting self-regulated reading in language and content area teaching.
Quelle	In: RISTAL : Research in Subject-matter Teaching and Learning, 2 (2019) 1, S. 16-31Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2616-7697
DOI	10.23770/rt1822
Schlagwörter	Kind; Sekundarstufe I; Lehrerbildung; Lernen; Selbstständiges Lernen; Biologieunterricht; Deutschunterricht; Sprachunterricht; Textverständnis; Sprachenlernen; Leseunterricht; Leseverstehen; Mathematikunterricht; Sachunterricht; Deutschland
Abstract	Self-regulated reading is an effective approach to foster reading comprehension, but many teachers are insecure about how to support strategic reading in natural classrooms. For a successful implementation of self-regulated reading into language and content area teaching discipline-specific strategy-oriented reading instruction has to be defined. This study analyzes teachers' perspectives (N = 231) on the instruc-tion of self-regulated reading in German language teaching, biology, and mathematics classes. The study reveals subject differences (e.g. the frequency of cognitive strategies in class), but also commonalities between subjects (e.g. the instruction of cognitive strategies and the frequency of metacognitive strate-gies, the activation of resource management strategies). The perspective on teachers' discipline-specific reading instruction sheds light on content-specific as well as also cross-curricular reading instruction rou-tines. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2022/1