Collaborative Strategic Reading: Fostering Success for All

Autor/inn/en	Annamma, Subini; Eppolito, Amy; Klingner, Janette; Boele, Amy; Boardman, Alison; Stillman-Spisak, Stephanie J.
Titel	Collaborative Strategic Reading: Fostering Success for All
Quelle	In: Voices from the Middle, 19 (2011) 2, S.27-32 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-4762
Schlagwörter	Learner Engagement; Evidence; Middle Schools; Oral Language; Second Language Learning; Special Education; Reading Teachers; Language Arts; Interviews; Reading Difficulties; Grade 7; Grade 8; Reading Instruction; Teacher Attitudes + Suchen Sie Ihr Suchwort? Evidenz; Middle school; Mittelschule; Mittelstufenschule; Oral interpretation; Mündlicher Sprachgebrauch; Zweitsprachenerwerb; Special needs education; Sonderpädagogik; Sonderschulwesen; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Sprachkultur; Interviewing; Interviewtechnik; Reading difficulty; Leseschwierigkeit; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Leseunterricht; Lehrerverhalten
Abstract	The authors interviewed 17 middle school reading and language arts teachers as part of a larger study on an evidence-based intervention called Collaborative Strategic Reading (CSR). CSR is a multi-component reading instructional model combined with cooperative grouping and peer discussion. We show from the teacher interviews that CSR has benefits for all middle school students, especially those historically at risk for school failure, including English Language Learners, struggling learners, and students designated with a special education label. The teachers' perceived benefits for these students included additional oral language exposure for ELLs through interaction with peers, access to different levels of text for students in special education, and explicit strategy instruction for struggling learners. The teachers also commented on CSR's positive impact on their classroom communities: CSR fostered cooperation, built students' confidence and self-esteem, and facilitated increased student engagement. (Contains 1 table.) (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10