Pub Date : 2001-12-01DOI: 10.1080/19388070209558361
Dixie D. Massey
Abstract This study is a description of a teacher research project. The purpose of the project was two‐fold. First, I wanted to use it to help me carefully reflect and examine my own teaching, so that I could move past the “naïve” label. Second, I wanted to understand how my instruction impacted my preservice teachers. Results from this teacher research project suggest this reading methods course was effective in adding some strategies to the students’ understandings of reading. Students seemed more willing to add reading strategies in areas where they lacked prior knowledge and experiences, such as fluency and assessment, while demonstrating more reluctance to change in areas familiar to them, such as word identification and comprehension. Results imply a need for educators to do more teacher research at the university level and further research into the role prior knowledge plays in the preservice teachers’ willingness to adapt new instructional strategies.
{"title":"Personal journeys: Teaching teachers to teach literacy","authors":"Dixie D. Massey","doi":"10.1080/19388070209558361","DOIUrl":"https://doi.org/10.1080/19388070209558361","url":null,"abstract":"Abstract This study is a description of a teacher research project. The purpose of the project was two‐fold. First, I wanted to use it to help me carefully reflect and examine my own teaching, so that I could move past the “naïve” label. Second, I wanted to understand how my instruction impacted my preservice teachers. Results from this teacher research project suggest this reading methods course was effective in adding some strategies to the students’ understandings of reading. Students seemed more willing to add reading strategies in areas where they lacked prior knowledge and experiences, such as fluency and assessment, while demonstrating more reluctance to change in areas familiar to them, such as word identification and comprehension. Results imply a need for educators to do more teacher research at the university level and further research into the role prior knowledge plays in the preservice teachers’ willingness to adapt new instructional strategies.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"103 - 125"},"PeriodicalIF":0.0,"publicationDate":"2001-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558361","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-12-01DOI: 10.1080/19388070209558362
Anne Mcgill-Franzen, Naomi Ward, Virginia J. Goatley, V. Machado
Abstract The authors investigated how primary grade teachers in four upstate New York districts used the state standards in a summer cross‐district curriculum development institute funded in part with federal initiatives. Using document and interview analyses, the authors interpreted teachers’ perceptions of the standards and described the teachers’ curriculum products in light of the four district contexts in which the teachers worked. Next, a cross‐case comparison of teachers from two of the districts with similar demographics but differing expectations for teachers’ work further illustrated the influence of district context in determining what teachers understood to be their responsibility. The study also reported that teachers held a more narrow view of learning than that set forth in the state standards, a view that the authors attributed to teachers’ real‐life experiences with the subject matter of beginning reading instruction, an area not adequately addressed by the standards.
{"title":"Teachers’ use of new standards, frameworks, and assessments: Local cases of NYS elementary grade teachers","authors":"Anne Mcgill-Franzen, Naomi Ward, Virginia J. Goatley, V. Machado","doi":"10.1080/19388070209558362","DOIUrl":"https://doi.org/10.1080/19388070209558362","url":null,"abstract":"Abstract The authors investigated how primary grade teachers in four upstate New York districts used the state standards in a summer cross‐district curriculum development institute funded in part with federal initiatives. Using document and interview analyses, the authors interpreted teachers’ perceptions of the standards and described the teachers’ curriculum products in light of the four district contexts in which the teachers worked. Next, a cross‐case comparison of teachers from two of the districts with similar demographics but differing expectations for teachers’ work further illustrated the influence of district context in determining what teachers understood to be their responsibility. The study also reported that teachers held a more narrow view of learning than that set forth in the state standards, a view that the authors attributed to teachers’ real‐life experiences with the subject matter of beginning reading instruction, an area not adequately addressed by the standards.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"127 - 148"},"PeriodicalIF":0.0,"publicationDate":"2001-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558362","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-12-01DOI: 10.1080/19388070209558363
Victoria J. Risko, K. Roskos, Carol Vukelich
Abstract This study examined and documented mental strategies used by prospective teachers to guide reflections on course content and teaching experiences. The 30 prospective teachers were enrolled in a literacy methods course and accompanying practicum at three university sites. Double‐entry journals and oral interviews were analyzed using open coding procedures, analytic induction, and cross‐subject pattern analysis. Across sites, prospective teachers relied primarily on directing their attention to personal experiences and values to guide their reflective work and they indicated the value of their own perspective to help them remember information and make sense of course content. Implications for instruction are drawn from an analysis of the power of personal experiences, the developmental nature of reflection, and noted tendencies to adopt new strategies as the semester progressed.
{"title":"Prospective teachers’ reflection: Strategies, qualities, and perceptions in learning to teach reading","authors":"Victoria J. Risko, K. Roskos, Carol Vukelich","doi":"10.1080/19388070209558363","DOIUrl":"https://doi.org/10.1080/19388070209558363","url":null,"abstract":"Abstract This study examined and documented mental strategies used by prospective teachers to guide reflections on course content and teaching experiences. The 30 prospective teachers were enrolled in a literacy methods course and accompanying practicum at three university sites. Double‐entry journals and oral interviews were analyzed using open coding procedures, analytic induction, and cross‐subject pattern analysis. Across sites, prospective teachers relied primarily on directing their attention to personal experiences and values to guide their reflective work and they indicated the value of their own perspective to help them remember information and make sense of course content. Implications for instruction are drawn from an analysis of the power of personal experiences, the developmental nature of reflection, and noted tendencies to adopt new strategies as the semester progressed.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"149 - 175"},"PeriodicalIF":0.0,"publicationDate":"2001-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558363","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-12-01DOI: 10.1080/19388070209558364
J. Worthy, Elizabeth Patterson, Rachel Salas, Sheryl Prater, M. Turner
Abstract This study included 24 struggling, resistant readers in grades 3 through 5 who were tutored for one to two semesters by university graduate and undergraduate students. All of the young students made great strides in reading achievement and most greatly increased their voluntary reading motivation. Through lesson plans, tutor reflections, interviews with the students and their parents and observations during tutoring, book discussions, and book choices, we examined factors that influenced their reading engagement. Factors such as social interaction around literacy and access to appropriate, relevant and interesting reading materials appeared necessary but not sufficient to inspire voluntary reading. The most salient factor in increasing reading motivation was the tutor's willingness to take personal responsibility for their students’ progress. Effective tutors went well beyond the standard tutoring guidelines to tailor instruction to students’ unique needs and interests, persist in finding just the right materials to reach their students, and spend whatever extra time and effort it took to inspire their students to read.
{"title":"“More than just reading”: The human factor in reaching resistant readers","authors":"J. Worthy, Elizabeth Patterson, Rachel Salas, Sheryl Prater, M. Turner","doi":"10.1080/19388070209558364","DOIUrl":"https://doi.org/10.1080/19388070209558364","url":null,"abstract":"Abstract This study included 24 struggling, resistant readers in grades 3 through 5 who were tutored for one to two semesters by university graduate and undergraduate students. All of the young students made great strides in reading achievement and most greatly increased their voluntary reading motivation. Through lesson plans, tutor reflections, interviews with the students and their parents and observations during tutoring, book discussions, and book choices, we examined factors that influenced their reading engagement. Factors such as social interaction around literacy and access to appropriate, relevant and interesting reading materials appeared necessary but not sufficient to inspire voluntary reading. The most salient factor in increasing reading motivation was the tutor's willingness to take personal responsibility for their students’ progress. Effective tutors went well beyond the standard tutoring guidelines to tailor instruction to students’ unique needs and interests, persist in finding just the right materials to reach their students, and spend whatever extra time and effort it took to inspire their students to read.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"177 - 201"},"PeriodicalIF":0.0,"publicationDate":"2001-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070209558364","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-09-01DOI: 10.1080/19388070109558357
R. Weber, Theresa Longhi‐Chirlin
Abstract This article traces the experience of two Spanish‐speaking children of Puerto Rican origin learning to read and write English as they learned to speak it in mainstream first‐grade classrooms in an urban school where instruction followed a basal series. One child read and wrote words with ease, though his ability to pronounce English and speak in grammatical sentences remained highly marked by Spanish. The other did not consolidate her reading and writing skills outside the structured activities, despite native‐like pronunciation and advancing English speech. Both showed through their engagement that they understood the spoken English of classroom but hardly the written English of texts. Their accomplishments in language and literacy are discussed in terms of issues in second language acquisition among school‐age children, differences between Spanish and English, metalinguistic features of instruction, and the content of early literacy learning.
{"title":"Beginning in English: The growth of linguistic and literate abilities in Spanish‐speaking first graders","authors":"R. Weber, Theresa Longhi‐Chirlin","doi":"10.1080/19388070109558357","DOIUrl":"https://doi.org/10.1080/19388070109558357","url":null,"abstract":"Abstract This article traces the experience of two Spanish‐speaking children of Puerto Rican origin learning to read and write English as they learned to speak it in mainstream first‐grade classrooms in an urban school where instruction followed a basal series. One child read and wrote words with ease, though his ability to pronounce English and speak in grammatical sentences remained highly marked by Spanish. The other did not consolidate her reading and writing skills outside the structured activities, despite native‐like pronunciation and advancing English speech. Both showed through their engagement that they understood the spoken English of classroom but hardly the written English of texts. Their accomplishments in language and literacy are discussed in terms of issues in second language acquisition among school‐age children, differences between Spanish and English, metalinguistic features of instruction, and the content of early literacy learning.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"19 - 49"},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070109558357","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-09-01DOI: 10.1080/19388070109558359
Ann M. Duffy, T. Atkinson
Abstract The purpose of this research was to describe elementary school preservice teachers* beliefs, understandings, and instruction of struggling and non‐struggling readers as they evolved over time in two university reading education courses with a field component. Using a qualitative content analysis, we analyzed the assignments of 22 preservice teachers across one year of their teacher education program. We found that, throughout the year, preservice teachers improved in their abilities to integrate their personal, practical, and professional knowledges to inform their reading instruction. Their misunderstandings surrounding reading instruction decreased while their abilities to examine reading instruction critically and estimations of their preparedness to teach struggling readers increased. Preservice teachers’ views about the value of assessing students’ reading proficiency became increasingly more positive as did perceptions about the importance of tutoring struggling readers. Finally, implications are made to suggest how university reading education courses may support the learning and development of future preservice teachers.
{"title":"Learning to teach struggling (and non‐struggling) elementary school readers: An analysis of preservice teachers’ knowledges","authors":"Ann M. Duffy, T. Atkinson","doi":"10.1080/19388070109558359","DOIUrl":"https://doi.org/10.1080/19388070109558359","url":null,"abstract":"Abstract The purpose of this research was to describe elementary school preservice teachers* beliefs, understandings, and instruction of struggling and non‐struggling readers as they evolved over time in two university reading education courses with a field component. Using a qualitative content analysis, we analyzed the assignments of 22 preservice teachers across one year of their teacher education program. We found that, throughout the year, preservice teachers improved in their abilities to integrate their personal, practical, and professional knowledges to inform their reading instruction. Their misunderstandings surrounding reading instruction decreased while their abilities to examine reading instruction critically and estimations of their preparedness to teach struggling readers increased. Preservice teachers’ views about the value of assessing students’ reading proficiency became increasingly more positive as did perceptions about the importance of tutoring struggling readers. Finally, implications are made to suggest how university reading education courses may support the learning and development of future preservice teachers.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"102 - 83"},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070109558359","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-09-01DOI: 10.1080/19388070109558358
Kit Tisdale
Abstract A qualitative case study was conducted to explore and theorize a foundering, unfriendly cognitive apprenticeship in reading between a college student and a child. Assumptions of benevolence in social constructivist pedagogical practices were explored as the following research questions were addressed: (1) Why did the cognitive apprenticeship fail? and (2) What is the relevance of the interpersonal relationship to a cognitive apprenticeship? A model incorporating relevant issues such as communication, power, trust, identities, and relevance is presented and discussed within an interpretation of this case study.
{"title":"Dissention and distress in a cognitive apprenticeship in reading","authors":"Kit Tisdale","doi":"10.1080/19388070109558358","DOIUrl":"https://doi.org/10.1080/19388070109558358","url":null,"abstract":"Abstract A qualitative case study was conducted to explore and theorize a foundering, unfriendly cognitive apprenticeship in reading between a college student and a child. Assumptions of benevolence in social constructivist pedagogical practices were explored as the following research questions were addressed: (1) Why did the cognitive apprenticeship fail? and (2) What is the relevance of the interpersonal relationship to a cognitive apprenticeship? A model incorporating relevant issues such as communication, power, trust, identities, and relevance is presented and discussed within an interpretation of this case study.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"51 - 82"},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070109558358","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-09-01DOI: 10.1080/19388070109558356
S. Peterson, Mary Ladky
Abstract We examined gender features in eighth‐grade students’ writing in terms of the relationships among characters and the use of violence, comparing our analyses to perspectives offered by the students in small group conversations. By using a variety of data collection techniques, we were able to extend the findings of previous studies, identifying several instances of students’ willingness to cross gender lines in ways that seemed acceptable to their peer audiences. In contrast to the gender stereotypes that prevailed in the writing analyzed in previous studies, we found evidence of competitive relationships within sports and romance stories, as well as elements of violence and metaphors of violence in some of the girls’ writing. Affiliation among male characters was a theme within some of the boys’ narratives, as well.
{"title":"Collaboration, competition and violence in eighth‐grade students’ classroom writing","authors":"S. Peterson, Mary Ladky","doi":"10.1080/19388070109558356","DOIUrl":"https://doi.org/10.1080/19388070109558356","url":null,"abstract":"Abstract We examined gender features in eighth‐grade students’ writing in terms of the relationships among characters and the use of violence, comparing our analyses to perspectives offered by the students in small group conversations. By using a variety of data collection techniques, we were able to extend the findings of previous studies, identifying several instances of students’ willingness to cross gender lines in ways that seemed acceptable to their peer audiences. In contrast to the gender stereotypes that prevailed in the writing analyzed in previous studies, we found evidence of competitive relationships within sports and romance stories, as well as elements of violence and metaphors of violence in some of the girls’ writing. Affiliation among male characters was a theme within some of the boys’ narratives, as well.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"41 1","pages":"1 - 17"},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070109558356","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-06-01DOI: 10.1080/19388070109558353
M. J. Mitchell, B. Fox
Abstract This study examined the effectiveness of two computer programs designed to increase phonological awareness in young children. The programs, DaisyQuest and Daisy's Castle, provide instruction and practice in rhyme identification, phonological analysis (segmenting), and phonological synthesis (blending). Thirty‐six kindergarten and 36 first grade students, who demonstrated below grade level performance in reading, were randomly assigned to one of three experimental conditions, and participated in daily, 20 minute, small‐group training sessions, over a period of four weeks. Pre‐and posttests of rhyming, segmentation, phoneme isolation and blending were administered, and the effects of computer‐administered phonological awareness instruction were compared with teacher‐delivered phonological awareness instruction and an instructional technology control group. After five hours of instruction, children who received computer‐administered phonological awareness instruction and children who received teacher‐delivered phonological awareness instruction showed a significant increase in phonological processing over that of the instructional technology control group.
{"title":"The effects of computer software for developing phonological awareness in low‐progress readers","authors":"M. J. Mitchell, B. Fox","doi":"10.1080/19388070109558353","DOIUrl":"https://doi.org/10.1080/19388070109558353","url":null,"abstract":"Abstract This study examined the effectiveness of two computer programs designed to increase phonological awareness in young children. The programs, DaisyQuest and Daisy's Castle, provide instruction and practice in rhyme identification, phonological analysis (segmenting), and phonological synthesis (blending). Thirty‐six kindergarten and 36 first grade students, who demonstrated below grade level performance in reading, were randomly assigned to one of three experimental conditions, and participated in daily, 20 minute, small‐group training sessions, over a period of four weeks. Pre‐and posttests of rhyming, segmentation, phoneme isolation and blending were administered, and the effects of computer‐administered phonological awareness instruction were compared with teacher‐delivered phonological awareness instruction and an instructional technology control group. After five hours of instruction, children who received computer‐administered phonological awareness instruction and children who received teacher‐delivered phonological awareness instruction showed a significant increase in phonological processing over that of the instructional technology control group.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"40 1","pages":"315 - 332"},"PeriodicalIF":0.0,"publicationDate":"2001-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070109558353","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-06-01DOI: 10.1080/19388070109558352
P. Scharer, Barbara A. Lehman, Donna Peters
Abstract This study investigated the nature of book discussions about expository and narrative texts in fourth‐ and fifth‐grade classrooms. Eight teachers discussed one narrative (Amos & Boris, Steig, 1971) and one expository (Whales, Simon, 1989) picture book for a total of 16 small group discussions, which were audiotaped and transcribed. Literary and informational topics were discussed most and were more evenly balanced during the eight discussions of Amos & Boris while informational topics emerged nearly twice as often during Whales discussions. Illustrations and intertextual connections appeared as topics on a much smaller scale. Analysis of talk patterns revealed teacher dominance during discussion through a high percentage of questions asked, consistent initiation and control of the topics, and teacher repetitions of student responses or teacher questions. Teachers’ questions posed during the expository discussion were more literal than for the narrative text. Student initiations tended to occur when provided the opportunity to write responses to their reading and share during discussions.
{"title":"Pondering the significance of big and little or saving the whales: Discussions of narrative and expository text in fourth‐ and fifth‐grade classrooms","authors":"P. Scharer, Barbara A. Lehman, Donna Peters","doi":"10.1080/19388070109558352","DOIUrl":"https://doi.org/10.1080/19388070109558352","url":null,"abstract":"Abstract This study investigated the nature of book discussions about expository and narrative texts in fourth‐ and fifth‐grade classrooms. Eight teachers discussed one narrative (Amos & Boris, Steig, 1971) and one expository (Whales, Simon, 1989) picture book for a total of 16 small group discussions, which were audiotaped and transcribed. Literary and informational topics were discussed most and were more evenly balanced during the eight discussions of Amos & Boris while informational topics emerged nearly twice as often during Whales discussions. Illustrations and intertextual connections appeared as topics on a much smaller scale. Analysis of talk patterns revealed teacher dominance during discussion through a high percentage of questions asked, consistent initiation and control of the topics, and teacher repetitions of student responses or teacher questions. Teachers’ questions posed during the expository discussion were more literal than for the narrative text. Student initiations tended to occur when provided the opportunity to write responses to their reading and share during discussions.","PeriodicalId":88664,"journal":{"name":"Reading research and instruction : the journal of the College Reading Association","volume":"40 1","pages":"297 - 314"},"PeriodicalIF":0.0,"publicationDate":"2001-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/19388070109558352","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59988371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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