Literaturnachweis - Detailanzeige
| Autor/inn/en | Heron-Hruby, Alison; Trent, Brandie; Haas, Samantha; Allen, Zachary Cole |
|---|---|
| Titel | The Potential for Using Small-Group Literature Discussions in Intervention-Focused High School English |
| Quelle | In: Reading & Writing Quarterly, 34 (2018) 5, S.379-395 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1057-3569 |
| DOI | 10.1080/10573569.2018.1457459 |
| Schlagwörter | Small Group Instruction; Group Discussion; Reading Instruction; Reading Comprehension; Literature; High School Students; Direct Instruction; Reading Improvement; Critical Reading; Remedial Instruction; Remedial Reading; Kentucky |
| Abstract | Discussion is a well-known tool for promoting reading comprehension in secondary-level English classes for students at all levels of reading skill, especially when the discussion promotes argumentation. However, researchers know little about how struggling readers use discussion, mainly because low-track English classes have tended to focus on direct instruction. In this study, we examine how high school students deemed in need of intense reading intervention responded to a discussion-focused literature unit. Our results indicate that discussion can facilitate multifaceted reading activity among students who struggle to meet school-based expectations for literacy success, providing them with opportunities to engage in reasoned argument. (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 |
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