Reading and Inquiring in an Afterschool Tutoring Program: Working to Re-Imagine the Reading Intervention Paradigm

Autor/inn/en	Davis, Dennis S.; Jones, Jill; Vehabovic, Nermin; DeIaco, Robyn
Titel	Reading and Inquiring in an Afterschool Tutoring Program: Working to Re-Imagine the Reading Intervention Paradigm
Quelle	In: Improving Schools, 24 (2021) 2, S.165-181 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480220959148
Schlagwörter	Reading Instruction; Instructional Effectiveness; Reading Difficulties; Elementary School Students; After School Education; Tutoring; College School Cooperation; Active Learning; Inquiry; Reading Material Selection; Response to Intervention; Scaffolding (Teaching Technique); Children; Grade 3; Grade 4; Grade 5 + Suchen Sie Ihr Suchwort? Leseunterricht; Unterrichtserfolg; Reading difficulty; Leseschwierigkeit; After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Förderkonzept; Nachhilfeunterricht; Aktives Lernen; Child; Kind; Kinder; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	In this article, we discuss tensions that emerged as we collaborated with teachers to iteratively design and refine an afterschool reading intervention approach that emphasizes inquiry and disciplinary learning for upper elementary readers positioned as struggling in school. Our findings are organized around four design tensions that help us consider what it takes to re-imagine the 'ofcourseness' that dominates traditional approaches to tiered intervention in schools. These design tensions are: (1) competing priorities in student learning; (2) compromised forms of inquiry-based instruction; (3) negotiating how texts are chosen; and (4) complexities of responsiveness. These tensions underscore the messy challenges that must be addressed in school reform efforts related to reading intervention for older elementary readers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01