Comprehension and Content: Planning Literacy in Low Socioeconomic and Culturally Diverse Schools

Autor/inn/en	Luke, Allan; Dooley, Karen; Woods, Annette
Titel	Comprehension and Content: Planning Literacy in Low Socioeconomic and Culturally Diverse Schools
Quelle	In: Australian Educational Researcher, 38 (2011) 2, S.149-166 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-011-0021-0
Schlagwörter	Reading Comprehension; Reading Instruction; Teaching Methods; Student Diversity; Socioeconomic Status; Educational Policy; Middle School Students; Culturally Relevant Education; Curriculum; Models; Elementary School Students; Instructional Effectiveness; Educational Strategies + Suchen Sie Ihr Suchwort? Leseverstehen; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Socio-economic status; Sozioökonomischer Status; Politics of education; Bildungspolitik; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Curricula; Lehrplan; Rahmenplan; Analogiemodell; Unterrichtserfolg; Lehrstrategie
Abstract	This article defines comprehension as a pragmatic social and intellectual practice. It reviews literature on current approaches to reading instruction for linguistically and culturally diverse and low socioeconomic students, noting the current policy emphasis on the teaching of comprehension as autonomous skills and strategies. The Four Resources model (Freebody and Luke 1990) is used to frame comprehension instruction with an emphasis on student cultural and community knowledge, and substantive intellectual and sociocultural content in elementary and middle school curricula. Illustrations are drawn from research underway on the teaching of literacy in low socioeconomic schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10