To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms

Autor/inn/en	Magnusson, Camilla G.; Roe, Astrid; Blikstad-Balas, Marte
Titel	To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms
Quelle	In: Reading Research Quarterly, 54 (2019) 2, S.187-212 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.231
Schlagwörter	Reading Comprehension; Reading Strategies; Video Technology; Language Arts; Secondary School Students; Norwegian; Instructional Effectiveness; Reading Instruction; Teaching Methods; Correlation; Reading Tests; Reading Achievement; Achievement Gains; Content Analysis; Text Structure; Discussion; Foreign Countries; Classroom Observation Techniques; Norway + Suchen Sie Ihr Suchwort? Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Sprachkultur; Sekundarschüler; Norwegisch; Unterrichtserfolg; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Lesetest; Leseleistung; Achievement gain; Leistungssteigerung; Inhaltsanalyse; Textstruktur; Diskussion; Ausland; Norwegen
Abstract	The authors examined naturally occurring reading comprehension strategies instruction (RCSI) across four consecutive lessons in 47 Norwegian language arts classrooms at the lower secondary level via video observations (n = 178). Although numerous studies have examined the effectiveness of RCSI for improving reading outcomes, few studies have focused on descriptions of real-world classroom instruction. This study thus provides additional insights into the extent to which and how language arts teachers in lower secondary schools provide RCSI. Further, the study sheds light on additional aspects of reading comprehension instruction to obtain a broader picture of what this instruction encompasses. The authors address these issues by providing an overview of the amount of RCSI used in language arts classrooms, a characterization of provided RCSI, the frequency of salient features of reading comprehension instruction, and an examination of the possible connections between strategy instruction and students' gains on national reading tests. The authors used the Protocol for Language Arts Teacher Observation manual to guide the first step of the analytic process, followed by qualitative content analyses of the provided RCSI and inductive coding of the reading comprehension instruction. The findings revealed limited evidence of explicit RCSI. When provided, the explicit instruction varied as either contextual or decontextual instruction. Several teachers demonstrated strategy knowledge, but in many cases, instruction seemed oriented more toward nontransferable activities than explicit strategy teaching. Mainly, the teachers focused their instruction on text-based discussions and text structure. The authors discuss various reading instructional practices, teachers' repertoire of strategies, and different approaches to explicit strategies instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01