Close Reading in the Urban Classroom: A Teacher's Introspection

Nelson, Sharonica

doi:10.4148/2470-6353.1266

Cited by 4 publications

(5 citation statements)

References 13 publications

(15 reference statements)

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“…4 January/February 2024 literacyworldwide.org was discussing, and the bodily movements of the children were responses connected to the books (Shimek, 2023). Many scholars that examine read-aloud practices of informational texts emphasize text structures and close readings (Cummins, 2013;Nelson, 2019). While Mrs. Burnette emphasized these aspects in her teaching, the responses from the children show that reading nonfiction requires readers to continually negotiate multiple modes of information over time and with the discourses and opinions of others (Yenika-Agbaw et al, 2018).…”

Section: Figure 8 Showing How Cameras Workmentioning

confidence: 99%

“…Efforts to expand approaches to reading nonfiction (Graff & Shimek, 2020) are currently being published, but many studies that focus on nonfiction read‐alouds continue to emphasize close readings (Nelson, 2019) and include strategies such as rereading, asking comprehension questions, and Know/Wonder/Learned charts (Yenika‐Agbaw et al., 2018). Like reading aloud fiction texts, teachers should use expression, allow students to converse about what they are hearing, find interesting books, build anticipation by only reading short segments, infuse talk throughout, and emphasize questions when reading aloud nonfiction (Kuhn et al., 2017; Stead, 2014).…”

Section: Review Of the Literature: Multimodal Nonfiction Read‐aloudsmentioning

confidence: 99%

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“The Best Thing I Can Do for Readers Is Read!”: How One Teacher Conducts Interactive Multimodal Read‐Alouds Using Nonfiction Picture Books

Shimek

2023

The Reading Teacher

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Few studies examine young children's multimodal responses to nonfiction picture books, and even fewer examine teaching practices that encourage these responses. This case study of a kindergarten class illustrates how one teacher regularly conducted interactive whole‐group read‐alouds using nonfiction picture books. After examining the multimodal teaching strategies employed by this teacher, the findings of this study highlight the social and physical nature of reading with young children. A discussion of this teacher's multimodal teaching practices suggests that understanding information from nonfiction picture books for young children requires readers to continually negotiate multiple modes of information over time and with the actions and opinions of those around them. Considerations for teachers reading nonfiction picture books are provided.

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Section: Figure 8 Showing How Cameras Workmentioning

confidence: 99%

Section: Review Of the Literature: Multimodal Nonfiction Read‐aloudsmentioning

confidence: 99%

“The Best Thing I Can Do for Readers Is Read!”: How One Teacher Conducts Interactive Multimodal Read‐Alouds Using Nonfiction Picture Books

Shimek

2023

The Reading Teacher

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“…This is also supported by Oyetunde (2015), cited in Akubo (2019), that students must understand the material and the purpose of reading. In Nelson (2019), it was stated that signposts bring great significance to students while reading. The signposts help the students to identify ideas or concepts in fiction and non-fiction reading.…”

Section: Reading Skillsmentioning

confidence: 99%

Language Learning Strategy Employed for Improving Reading Skills Among Form 5 Suburban Secondary School Students

Unjah,

Jang,

Robert

et al. 2023

IJARPED

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Reading is a productive skill, and it is one of the essential skills in the English Language subject. Therefore, language learning strategies are fundamental to assist learners towards the learning goals. However, students in suburban secondary schools could face difficulties choosing which reading strategy suits them. Thus, this study is employed among Form 5 students from a suburban secondary school to investigate the learning strategy used to improve their reading skills. This quantitative research collects data from a questionnaire done with 30 Form 5 students. The questionnaire consists of 20 questions adapted from Language Strategy Survey focusing on reading strategy. Descriptive analysis of data consists of frequency and percentage of each item. The results showed that the most preferred reading strategy chosen by the students is using a dictionary to look for meanings and the least preferred reading strategy is summarising while reading. As for the literal comprehension, students preferred reviewing to find gist while finding supporting examples is the least favoured strategy for them. The findings are able to assist teachers to develop a reading environment for their students to become efficient readers with goals and strategies suitable and preferable for them.

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“…If reader only says the word, it is not considered to read completely until he or she understands what it is. Once a reader can translate the word into meaning, it is considered reading (Nelson, 2019). Implementation of teaching under the Primary School Curriculum (KSSR) is a benchmark of 21 st century education effectiveness as envisaged by the Ministry of Education since 2014, which is in line with the transformation of national education stated in the Malaysia Education Development Plan (2014-2025).…”

Section: Reading Skills In Educationmentioning

confidence: 99%

Review of the Importance of Technological Pedagogical Content Knowledge in Teaching Reading Skills

Sarjoni¹,

Rahman²,

Sabil³

et al. 2020

ujer

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Malay Language subject is a medium of instruction at primary, secondary and tertiary levels in Malaysia education system. In learning and teaching of Malay Language as a formal language, students need to master the four skills of listening, speaking, reading and writing since elementary school. Though reading is an important skill that is able to improve learning motivation as well as language competency, the teaching approach for this skill is always far behind interactive and effective move. In order to facilitate the reading skills according to the need and interests of the present generation, the Malay Language teacher need to master (TPCK). To create an effective learning environment which is more fun and engaging or to enhance the creativity, innovation and stimulation of students related to reading skills it is essential and necessary for teachers to master the Technology Pedagogical Content Knowledge (TPCK) in order to create an effective learning environment which is more fun and engaging to enhance the creativity, innovation and stimulation of students. Therefore, review of information and disclosure of experiences related to TPCK in reading skills is essential and necessary as a reference material for the relevant parties.

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Close Reading in the Urban Classroom: A Teacher's Introspection

Cited by 4 publications

References 13 publications

“The Best Thing I Can Do for Readers Is Read!”: How One Teacher Conducts Interactive Multimodal Read‐Alouds Using Nonfiction Picture Books

“The Best Thing I Can Do for Readers Is Read!”: How One Teacher Conducts Interactive Multimodal Read‐Alouds Using Nonfiction Picture Books

Language Learning Strategy Employed for Improving Reading Skills Among Form 5 Suburban Secondary School Students

Review of the Importance of Technological Pedagogical Content Knowledge in Teaching Reading Skills

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