Exploring Teacher and Student Knowledge of Sentence-Level Language Features

Autor/inn/en	Knecht, Rachel; Larson, Lisa; Townsend, Dianna
Titel	Exploring Teacher and Student Knowledge of Sentence-Level Language Features
Quelle	In: Journal of Adolescent & Adult Literacy, 66 (2023) 6, S.344-354 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knecht, Rachel) ORCID (Townsend, Dianna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.1290
Schlagwörter	Elementary School Teachers; Middle School Students; Grade 6; Social Studies; Language Proficiency; Reading Comprehension; Sentences; Reading Instruction; Metalinguistics + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Gemeinschaftskunde; Language skill; Language skills; Sprachkompetenz; Leseverstehen; Sentence analysis; Satzanalyse; Leseunterricht; Metalanguage; Metasprache
Abstract	Proficiency with sentence-level features of language is essential for reading comprehension of academic texts, especially for early adolescents who face increasingly complex, discipline-specific texts as they enter upper elementary and middle school. However, little research has been done to explore instruction in sentence-level features. This qualitative case study explores how a sixth-grade social studies teacher developed knowledge of sentence-level features and implemented sentence-level instruction through a professional learning inquiry, as well as how 3 sixth-grade students responded to challenging sentences as a result of this instruction. Findings from thematic analyses of both teacher and student data sources indicate that increased metalinguistic awareness of sentence-level features in the teacher participant was essential to effective, discipline-specific instruction in sentence-level features. Additionally, explicit instruction in sentence-level features led to increased metalinguistic awareness in students, which supported their comprehension of challenging sentences. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01