Student and Teacher Perspectives on a Close Reading Protocol

Autor/inn/en	Fisher, Douglas; Frey, Nancy
Titel	Student and Teacher Perspectives on a Close Reading Protocol
Quelle	In: Literacy Research and Instruction, 53 (2014) 1, S.25-49 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2013.818175
Schlagwörter	Reading Instruction; Teaching Methods; Reader Text Relationship; Questioning Techniques; Elementary School Teachers; Secondary School Teachers; Focus Groups; Elementary School Students; Reading Comprehension; Planning; Critical Reading; Phenomenology; Semi Structured Interviews; Student Attitudes; Teacher Attitudes; Reading Interests; High School Students; Middle School Students; Qualitative Research + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseverstehen; Ablaufplanung; Planungsprozess; Kritisches Lesen; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; Lehrerverhalten; Leseinteresse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Qualitative Forschung
Abstract	Close reading is an instructional practice that has gained attention of late. It involves reading a complex text, annotation, and repeatedly reading to answer text-dependent questions. Although there are a number of recommendations for the use of close reading, there has not been a systematic analysis of student or teacher perceptions of this approach. We interviewed 45 teachers, grades 4-12, and conducted focus groups with 327 students. The participants in this study recognized that close reading was useful in helping deeply analyze a text. They noted that students had more responsibility and engagement during close reading instruction, and were tired as a result. In addition, teachers noted that the planning process required to develop a close reading was time consuming and complex. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10