Building disciplinary literacy: an analysis of history, science and math teachers' close reading strategies

Paul, Casey Medlock

doi:10.1111/lit.12127

Cited by 8 publications

(9 citation statements)

References 36 publications

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“…This requires an awareness of reading and a willingness to infer the content of the text being read. For this reason, a plan to engage with the text is developed before the actual reading (Nesbit & Adesope, 2006 ; Paul, 2018 ; Shanahan et al, 2011 ). While reading, the reader is aware of intrinsically understanding what is being read.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

“…While reading, the reader is aware of intrinsically understanding what is being read. The strategies used are intended to help comprehend content by asking questions and reading frequently (Carducci, 2020 ; Hubbard, 1990 ; Paul, 2018 ; Shepherd & van de Sande, 2014 ). However, the comprehension of the text does not end with the actual reading.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

“…While these methods are supposed to apply to every text, researchers have become more aware of the specific disciplinary characteristics of text (Rezat & Rezat, 2017 ) and related reading requirements. Therefore, differences in reading literacy in different disciplines have been investigated (Österholm, 2006 ; Paul, 2018 ; Shanahan et al, 2011 ). Österholm ( 2006 ) concluded that.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

“…While the question of mathematical text requiring a specific reading ability is not exhaustively answered (Österholm, 2006 ), previous research has unveiled issues in which mathematical text differs from other texts (Österholm, 2006 ; Österholm & Bergqvist, 2013 ). Furthermore, differences in reading behavior among disciplines (Paul, 2018 ; Shanahan et al, 2011 ) and successful reading behavior related to mathematical text (Berger, 2019a ; Shepherd et al, 2012 ; Shepherd & van de Sande, 2014 ) have been empirically identified. There are several suggestions on how reading mathematical text can be fostered by different reading strategies and teaching scenarios (Barton & Heidema, 2002 ; Carducci, 2020 ; Fenwick, 2001 ; Fuentes, 1998 ; Hubbard, 1990 ).…”

Section: Introductionmentioning

confidence: 99%

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Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation

Rezat

Malik

Leifeld

2022

Int J of Sci and Math Educ

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Even in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed.

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Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation

Rezat

Malik

Leifeld

2022

Int J of Sci and Math Educ

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“…Bu stratejinin özellikle ortaokul ve lise düzeyinde öğrenim gören öğrencilerin okuduğunu anlama başarısına olumlu katkılar sağladığını gösteren çok sayıda araştırma bulunmaktadır (Dakin, 2013;Fisher ve Frey, 2014a;Fisher ve Frey, 2014b;Lassonde, 2009;Paul, 2017;Powell, Robnolt ve Welsch 2019;Ross, 2015;Victor, 2017;Villasenor, 2018). Bu araştırmaların özellikle anadili İngilizce olan çocuklarda yoğunlaştığı görülmektedir.…”

Section: Metne Bağlı Sorularunclassified

İlkokulda Derinlemesine Okuma Stratejisinin Okuduğunu Anlamaya Etkisi

GÜÇLÜER

Baştuğ

2022

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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ÖZOkuma sürecinde strateji kullanımının önemi gün geçtikçe artmaktadır. Ancak okuduğunu anlama stratejilerinin eğitim ve öğretim faaliyetlerinde üst düzey sınıflarda kullanılabileceği görüşü yaygındır. Yapılan çalışmalar, öğrenciyi üst basamaklara hazırlamak ve zorlu metinlerle mücadele etme aracı olarak bu stratejilerinin kullanımının, okul öncesi düzeyine kadar inebileceğini göstermektedir. Bu çalışma ilkokul 3. sınıf düzeyinde "Derinlemesine Okuma Stratejisi" kullanmanın okuduğunu anlama üzerindeki etkisini ortaya koymayı amaçlamaktadır. Araştırmanın çalışma grubunu 2019-2020 eğitim öğretim yılında 3. sınıfta öğrenim gören 15'i kız, 15'i erkek olmak üzere toplam 30 ilkokul öğrencisi oluşturmaktadır. Araştırma nicel ve nitel verilerin bir arada kullanıldığı karma desen ile yürütülmüştür. Araştırmada ön test-son test, görüşme, doküman analizi ve araştırmacı günlüğü gibi veri toplama tekniklerinden yararlanılmıştır. Veri toplama araçları olarak görüşme formundan, araştırmacı boyunca süreç esnasında tutulan günlük ve öğrenci uygulama kâğıtlarından faydalanılmıştır. Elde edilen sonuçlara göre derinlemesine okuma stratejisinin ilkokul 3. sınıf öğrencilerinin okuduğunu anlaması üzerinde olumlu etkisinin olduğu görülmüştür. Bunun yanı sıra kullanılan stratejinin bilgilendirici metinler üzerinde etkili olduğu ve kullanımında özellikle sürecin başında öğretmen desteğine ihtiyaç duyulduğu sonucuna ulaşılmıştır.

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The ideal versus the real: Mismatches in reading instruction for emergent bilinguals in secondary science classrooms

Lew

2024

Science Education

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The emphasis on language and literacy in science education research has urged science teachers to include reading as an integral part of learning science. However, in US secondary schools, the percentage of students reading under grade level is high, and emergent bilinguals (EBs) are significantly represented among this group. While researchers across disciplines have proposed a number of prescriptive reading practices in science classrooms tightly aligned with instructional standards, few scholars have closely examined the starting point of reading instruction in science classrooms, and even fewer have focused on actual instruction for EBs in these classrooms. This study examines the nature of existing reading practices in science classrooms, with a particular focus on EBs. Using a qualitative multiple case study method, this study found significant mismatches between actual classroom practices and the ideal prescriptions about science reading instruction portrayed in educational standards and research. This study also found that teachers were battling numerous obstacles to implementing research/standards‐based prescriptions. With the implications of science reading instruction for EBs' language and science content learning, this article will contribute to developing reading instruction and practices grounded in real classrooms and improving the instructional environment for reading‐inclusive science classrooms.

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Building disciplinary literacy: an analysis of history, science and math teachers' close reading strategies

Cited by 8 publications

References 36 publications

Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation

Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation

İlkokulda Derinlemesine Okuma Stratejisinin Okuduğunu Anlamaya Etkisi

The ideal versus the real: Mismatches in reading instruction for emergent bilinguals in secondary science classrooms

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