First- and Second-Grade Urban Students' Path to Comprehension Strategy Use: A Practitioner's Framework

Autor/in	Pilonieta, Paola
Titel	First- and Second-Grade Urban Students' Path to Comprehension Strategy Use: A Practitioner's Framework
Quelle	In: Reading Psychology, 38 (2017) 4, S.369-389 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2016.1278415
Schlagwörter	Elementary School Students; Primary Education; Grade 1; Grade 2; African American Students; Urban Youth; Reading Comprehension; Reading Strategies; Reading Instruction; Knowledge Level; Comparative Analysis; Reading Programs; Student Participation; Metacognition; Quasiexperimental Design; Charter Schools; Statistical Analysis + Suchen Sie Ihr Suchwort? Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; Wissensbasis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Charter school; Charter-Schule; Statistische Analyse
Abstract	This study seeks to explain what first- and second-grade African American, urban students who participated in an explicit comprehension strategy instruction (ECSI) program learned about comprehension strategies and how this knowledge supports self-regulated strategy use. The study was also designed to compare these students' knowledge with those who were exposed to less systematic comprehension strategy instruction. Students who participated in ECSI had more awareness and knowledge of strategies and applied them more frequently than students not in ECSI. A practitioner's framework is proposed to support teachers in developing their own ECSI. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01