{"title":"Exploring teacher and student knowledge of sentence-level language features","authors":"Rachel Knecht, Lisa Larson, Dianna Townsend","doi":"10.1002/jaal.1290","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 6","pages":"344-354"},"PeriodicalIF":0.9000,"publicationDate":"2023-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Adolescent & Adult Literacy","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/jaal.1290","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
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.
期刊介绍:
The Journal of Adolescent & Adult Literacy is the only literacy journal published exclusively for teachers of older learners. Each issue offers practical, classroom-tested ideas grounded in research and theory. Whether you work with new, struggling, or skilled readers, you’ll find something of interest in JAAL. Every issue includes •Practical ideas for instruction •Reviews of student and teacher resources, including young adult literature •Tips on how to integrate technology, media, and popular culture in your classroom •Reflections on current literacy trends, issues, and research