Instructional Tendencies in the Teaching of Reading Comprehension: A Portrait of Practice in the Measures of Effective Teaching (MET) Database

Autor/inn/en	Davis, Dennis S.; Bippert, Kelli; Villarreal, Lorena
Titel	Instructional Tendencies in the Teaching of Reading Comprehension: A Portrait of Practice in the Measures of Effective Teaching (MET) Database
Quelle	In: Literacy Research: Theory, Method, and Practice, 64 (2015) 1, S.285-306 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-3369
DOI	10.1177/2381336915617399
Schlagwörter	Reading Comprehension; Teaching Methods; Educational Practices; Instructional Effectiveness; Outcome Measures; Video Technology; Elementary School Teachers; Middle School Teachers; Reading Instruction; Classroom Observation Techniques; Lesson Observation Criteria; Course Content; Educational Strategies; Discussion (Teaching Technique); Vignettes + Suchen Sie Ihr Suchwort? Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Unterrichtserfolg; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Leseunterricht; Unterrichtsmitschau; Kursprogramm; Lehrstrategie
Abstract	Using videos from 63 teachers in grades 4-8 who were part of the Measures of Effective Teaching study, we identified five tendencies in the teaching of reading comprehension that can inform future work on the design and implementation of reading instruction. The five tendencies are: (1) Instruction is generally text-centric, but dominated by instructional vignettes; (2) Text talk is common, but is dominated by teacher-facilitated questioning; (3) Instruction is intentional and explicit, but at a cost; (4) Instruction is strategy-centric, but not necessarily strategic; and (5) Knowledge-building is underemphasized during classroom textual interactions. This study addresses the need for more current understanding of the state of instructional practices in reading comprehension. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01