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Instruction of Reading Comprehension...

Falknor, Joletta Crooks.

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Instruction of Reading Comprehension Strategies in Literature Textbooks.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Instruction of Reading Comprehension Strategies in Literature Textbooks./
作者:	Falknor, Joletta Crooks.
面頁冊數:	289 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: .
Contained By:	Dissertation Abstracts International72-02A.
標題:	Education, Middle School. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3433932
ISBN:	9781124401546

Instruction of Reading Comprehension Strategies in Literature Textbooks.
Falknor, Joletta Crooks.

Instruction of Reading Comprehension Strategies in Literature Textbooks. - 289 p.

Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: .

Thesis (Ph.D.)--University of Minnesota, 2010.

ABSTRACT The textbook holds the potential to serve as an instructional resource, to provide directives on how to effectively teach reading comprehension strategies. In this capacity, the textbook becomes a tool in the teacher's toolkit. With this tool in hand, teachers may be better prepared to face their mission--to improve adolescents' literacy. This dissertation sought to answer two overarching questions--Do teacher's editions of literature textbooks suggest that teachers provide instruction in reading comprehension strategies? If so, what kind of support are teachers given for that instruction?

ISBN: 9781124401546Subjects--Topical Terms:

1030813
Education, Middle School.

Instruction of Reading Comprehension Strategies in Literature Textbooks.
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100 1 $a Falknor, Joletta Crooks. $3 1673471
245 1 0 $a Instruction of Reading Comprehension Strategies in Literature Textbooks.
300 $a 289 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: .
500 $a Adviser: Michael F. Graves.
502 $a Thesis (Ph.D.)--University of Minnesota, 2010.
520 $a ABSTRACT The textbook holds the potential to serve as an instructional resource, to provide directives on how to effectively teach reading comprehension strategies. In this capacity, the textbook becomes a tool in the teacher's toolkit. With this tool in hand, teachers may be better prepared to face their mission--to improve adolescents' literacy. This dissertation sought to answer two overarching questions--Do teacher's editions of literature textbooks suggest that teachers provide instruction in reading comprehension strategies? If so, what kind of support are teachers given for that instruction?
520 $a Using content analysis, this study analyzed reading comprehension strategy instruction in the teacher's editions of four literature textbook series, four textbooks at the 7th-grade and four textbooks at the 10th-grade level, examining instances of the elements of three approaches--direct explanation, reciprocal teaching, and transactional strategies instruction--in teaching targeted reading comprehension strategies. Instructional frameworks other than these three approaches were also coded.
520 $a Within each instructional approach, the analysis targeted eight reading comprehension strategies--monitoring comprehension, questioning, making inferences, predicting, relating prior knowledge, summarizing, understanding text structure, and visualizing. The instruction of other reading strategies not targeted by the study was also coded to ascertain the number of other strategies and frequency of their instruction. Frequency counts and rich description captured the content of the textbooks. Coding was corroborated by two independent coders.
520 $a Results indicated that direct explanation appears to be the preferred instructional approach in all the textbooks examined in this study. The reciprocal teaching and transactional strategies approaches were infrequently suggested, and mentioning was the most frequently suggested other approach to instruction.
520 $a The evidence from this study suggests that publishers are including reading comprehension strategy instruction within their literature textbooks. However, the suggested instruction is not always teacher-led, does not embrace all of the elements of the direct explanation approach, and omits the rationale for strategy instruction. Few occasions for deliberate attempts at fostering transfer and coordination of multiple strategies are part of the reading strategy instruction.
590 $a School code: 0130.
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Reading. $3 1017790
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710 2 $a University of Minnesota. $b Education, Curriculum and Instruction. $3 1024107
773 0 $t Dissertation Abstracts International $g 72-02A.
790 1 0 $a Graves, Michael F., $e advisor
790 1 0 $a O'Brien, David $e committee member
790 1 0 $a Galda, Lee $e committee member
790 1 0 $a Park, Rosemarie $e committee member
790 $a 0130
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3433932