The Tough Part: Getting First Graders Engaged in Reading

Autor/inn/en	Mahiri, Jabari; Maniates, Helen
Titel	The Tough Part: Getting First Graders Engaged in Reading
Quelle	In: Reading Teacher, 67 (2014) 4, S.255-263 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1217
Schlagwörter	Reading Skills; Grade 1; Elementary School Teachers; Urban Schools; At Risk Students; Learner Engagement; Reading Motivation; Teaching Methods; Student Participation; Accountability; Elementary School Students; Reading Instruction; Literacy Education; Qualitative Research; Teacher Characteristics; Case Studies + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lesemotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Verantwortung; Leseunterricht; Qualitative Forschung; Case study; Fallstudie; Case Study
Abstract	Literacy engagement is critical to the development of reading proficiency. Yet, many students, having had varied and often limited experiences with formal literacy practices, begin schooling in an interstitial state that might more accurately be called "pre-engagement" where though eager to learn, they are unsure how to fully focus on academic tasks. This qualitative study of a strategic case of a highly effective first grade teacher in a challenging urban setting revealed the importance of systematically structuring student participation and accountability through particular pedagogical strategies in order to move students from this state of pre-engagement to becoming fully "engaged" in reading. Analysis of her case indicated the significance of specific instructional and dispositional strategies and how they directly connected to clearly articulated teaching perspectives. The study found that these strategies provided intentional structures for encouraging, but also holding students accountable for participation and focus for the duration of rigorous learning tasks. These participatory structures opened viable pathways to getting first graders engaged in reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10