Socio-Constructivist and Political Views on Teachers' Implementation of Two Types of Reading Comprehension Approaches in Low-Income Schools

Autor/inn/en	Garcia, Georgia Earnest; Pearson, P. David; Taylor, Barbara M.; Bauer, Eurydice B.; Stahl, Katherine A. D.
Titel	Socio-Constructivist and Political Views on Teachers' Implementation of Two Types of Reading Comprehension Approaches in Low-Income Schools
Quelle	In: Theory Into Practice, 50 (2011) 2, S.149-156 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
Schlagwörter	Constructivism (Learning); Reading Comprehension; Low Income; Teaching Methods; Teacher Attitudes; Reading Instruction; School Districts; Student Centered Curriculum; Learning Strategies; Elementary School Teachers; Outcomes of Education; Thinking Skills + Suchen Sie Ihr Suchwort? Leseverstehen; Niedriglohn; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Leseunterricht; School district; Schulbezirk; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernleistung; Schulerfolg; Denkfähigkeit
Abstract	Researchers have reported that two types of instructional approaches--strategy instruction and high-level talk about text--lead to reading comprehension improvement in elementary-age students. One hypothesis is that both approaches have similar student outcomes because they develop high-level thinking about text. This article examines the literature on the two instructional approaches (cognitive strategy instruction and responsive engagement instruction), presents socio-constructivist views of teaching and learning, and explains what can happen when a socio-constructivist perspective guides teachers' implementation of either approach in low-income schools. The authors discuss three implementation challenges beyond the frameworks of either instructional approach--the impact of district/school initiatives, movement of teachers from teacher-directed to student-directed instruction, and the selection and use of appropriate texts--and how teachers have met such challenges. They conclude with recommendations for improved classroom practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10