A Description of Contrasting Discourse Patterns Used in Differentiated Reading Instruction

Autor/inn/en	Ankrum, Julie; Genest, Maria; Morewood, Aimee
Titel	A Description of Contrasting Discourse Patterns Used in Differentiated Reading Instruction
Quelle	In: Journal of Research in Childhood Education, 31 (2017) 3, S.313-323 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2017.1319442
Schlagwörter	Discourse Analysis; Individualized Instruction; Reading Instruction; Small Group Instruction; Case Studies; Elementary School Students; Grade 1; Semi Structured Interviews; Teacher Attitudes; Beliefs; Data Analysis; Scaffolding (Teaching Technique); Pedagogical Content Knowledge; Pennsylvania + Suchen Sie Ihr Suchwort? Diskursanalyse; Individualisierender Unterricht; Leseunterricht; Case study; Fallstudie; Case Study; School year 01; 1. Schuljahr; Schuljahr 01; Lehrerverhalten; Belief; Glaube; Auswertung; Pädagogische Kompetenz
Abstract	The purpose of this article is to provide a description of contrasting discourse patterns during small-group reading instruction. The authors report on case studies conducted in two 1st-grade classrooms in different school districts in Pennsylvania. Small-group reading instruction was observed over the course of one year in each classroom, and teacher interviews were conducted to elicit information regarding beliefs about teaching and learning. Through their findings, the authors link the discourse patterns to teacher beliefs and discuss implications for student literacy acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01