Literacy Instruction in 10 Fourth-Grade Classrooms in Upstate New York

Pressley, Michael; Wharton‐McDonald, Ruth; Mistretta-Hampston, Jennifer; Echevarria, Marissa

doi:10.1207/s1532799xssr0202_4

Cited by 198 publications

(136 citation statements)

References 11 publications

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“…More research studies confirmed that comprehension strategy instruction is not receiving the appropriate attention (Durkin, 1978;Pressley, Wharton-McDonald, Mistretta-Hampston, & Echevarria, 1998;Ness, 2011), partly because of the deficiency of explicit comprehension strategy instruction and the lack of appropriate materials to prepare learners to use comprehension strategies appropriately (Pressley, Wharton-McDonald, Mistretta-Hampston, & Echevarria, 1998). Therefore, the purpose of this study was to observe the use of children's picture books to initiate explicit instruction of some reading comprehension strategies.…”

Section: Resultsmentioning

confidence: 98%

“…Findings showed that comprehension instruction was very limited, and most classes' instruction was placed on vocabulary, syntax, and grammar. Eight years later, Pressley, Wharton-McDonald, Mistretta-Hampston, and Echevarria (1998) conducted an observational research to investigate the extent to which reading comprehension was explicitly taught in fourth and fifth grades. Observations were extended from November 1995 to May 1996 with a focus on teachers' use of explicit comprehension strategy instruction.…”

Section: Scarcity Of Comprehension Strategy Instructionmentioning

confidence: 99%

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ESL Elementary Teachers’ Use of Children’s Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies

Khaiyali

Tiyb

2014

ELT

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Reading comprehension instruction has been recognized as a key factor in developing any reading and literacy program. Therefore, many attempts were devoted to improve explicit comprehension strategy instruction at different school levels and fields including EFL and ESL. Despite these efforts, explicit comprehension instruction is still drought and far from satisfactory. Additionally, a great deal of teachers and educators are still struggling to find the appropriate ways to explicitly and effectively teach comprehension strategies. Consequently, the purpose of the present study was to explore the general perceptions and experiences of elementary English language teachers in using children's picture books to initiate explicit comprehension strategy instruction. In order to obtain naturalistic and in-depth understanding of participating teachers' perceptions, structured classroom observations were carried out for four weeks. Findings indicated that in about 718 minutes of instruction of both classrooms, 603 minutes were allotted for explicit comprehension strategy instruction. Despite some flaws in time management, the use of only one resource to collect data, and the focus on only comprehension strategy instruction, this study could contribute to the body of research of comprehension strategy instruction in language learning classrooms.

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Section: Resultsmentioning

confidence: 98%

Section: Scarcity Of Comprehension Strategy Instructionmentioning

confidence: 99%

ESL Elementary Teachers’ Use of Children’s Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies

Khaiyali

Tiyb

2014

ELT

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“…L'efficacité d'un enseignement de stratégies métacogni-tives a été démontrée dans différentes recherches (Palincsar et Brown, 1984 ;Pressley, Wharton-McDonald, Mistretta-Hampston, et Échevarria, 1998 ;Rémond et Quet, 1999). Enfin, les résultats du WIST (Lovett et collab., 1994 ;Lovett et Steinbach, 1997 ;Lovett et collab., 2000) quant au transfert s'avèrent aussi un facteur décisif dans le choix de ce programme.…”

Section: Objectif De Rechercheunclassified

Identification des mots écrits chez les dyslexiques phonologiques : mise à l’essai d’un programme d’intervention compensatoire

Myre-Bisaillon

2010

rse

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Cet article décrit les résultats de l’expérimentation d’un programme d’intervention compensatoire auprès d’enfants de 9 et 10 ans présentant une dyslexie phonologique et scolarisés aux deuxième et troisième cycles du primaire. Dans la lignée des travaux de Lovett (Lovett et collab., 1994 ; 1997 ; 2000), le programme consistait à enseigner trois stratégies d’identification de mots écrits dans une démarche métacognitive. Les résultats indiquent des effets plus probants chez les dyslexiques phonologiques, pour lesquels le programme d’intervention semble avoir permis le renforcement de la procédure d’identification orthographique. Cette recherche suggère donc qu’un programme compensatoire permet des améliorations significatives chez des dyslexiques phonologiques.This paper presents the results of implementing a compensatory intervention program for children aged 9 to 10 in the second or third cycle of their elementary education who have phonological dyslexia. The intervention program, in keeping with Lovett’s work (Lovett et collab., 1994 ; 1997 ; 2000), consisted of teaching three written word identification strategies integrated within a metacognitive approach. The results show that the effects were more conclusive for phonological dyslexics for whom the intervention program seems to have reinforced the orthographic identification process. This research suggests that a compensatory program brings significant improvements in children who have developmental phonological dyslexia.Este artículo describe los resultados de la experimentación de un programa de intervención compensatorio con niños de 9 y 10 años del segundo y del tercer ciclo de primaria, que presentan una dislexia fonológica. En la línea de los trabajos de Lovett (Lovett et collab., 1994, 1997, 2000), el programa consiste en enseñar tres estrategias de identificación de palabras escritas en un proceso metacognitivo. Los resultados indican efectos más concluyentes en los niños disléxicos fonológicos para quienes el programa de intervención parece haber permitido la consolidación del proceso de identificación ortográfico. En consecuencia, esta investigación sugiere que un programa compensatorio pueda brindar mejorías significativas en niños disléxicos fonológicos

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“…Accordingly, making progress in reading comprehension is a vital goal of language education that teachers strive to have their students achieve (Gambrell, Morrow, & Pressley, 2007). However, certain practices for the teaching of reading have been criticized for failing to enhance students' comprehension skills effectively since it simply relied on distributing a vast amount of exercises to students, or on asking them to look for answers to a list of questions that are easy to find in the text they are reading (Pressley & Wharton-McDonald, 1998;National Reading Panel, 2000;Kragler, Walker, & Martin, 2005). In this kind of practice, students were asked to employ some lower-order thinking (e.g., retelling ideas and paraphrasing words or sentences in the texts) in the classroom and had no opportunities to develop their critical thinking skills, which were often considered as the key elements of higher-order thinking (Alfassi, 2004).…”

Section: Introductionmentioning

confidence: 99%

Concerns of secondary school teachers about reforming Chinese language instruction with the use of a Comprehension Process Model of reading in Hong Kong

Zhu

Liao

Deng

2016

L1 Educational Studies in Language and Literature

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Students' progress in reading comprehension is a crucial goal in language education, and teaching comprehension processes to students is considered to be one of the most effective approaches to improving students' reading ability. To facilitate teachers' use of the Comprehension Process Model (CPM), it is necessary to identify teachers' stages of concerns about using the model, which has not been investigated systematically in language teaching. This study investigated Hong Kong (HK) Chinese-language teachers' concerns about using the CPM in their teaching of reading in secondary schools. The Stages of Concern Questionnaire (SoCQ) was administered and 347 completed questionnaires were suitable for analysis. The study has found that teachers demonstrated a profile with multiple peaks, which shows highest concerns at the collaboration and informational stages in the Stages of Concern (SoC) model. The result implies that teachers realize that they need to learn more about the CPM and to enhance collaboration with their colleagues to implement it effectively. Teachers' concerns varied according to demographic factors including training on the CPM, years of using the CPM, years of teaching experience, and richness of experience in using the CPM. Implications for developing more effective professional development interventions for Chinese-language teachers are also discussed.

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Literacy Instruction in 10 Fourth-Grade Classrooms in Upstate New York

Cited by 198 publications

References 11 publications

ESL Elementary Teachers’ Use of Children’s Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies

ESL Elementary Teachers’ Use of Children’s Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies

Identification des mots écrits chez les dyslexiques phonologiques : mise à l’essai d’un programme d’intervention compensatoire

Concerns of secondary school teachers about reforming Chinese language instruction with the use of a Comprehension Process Model of reading in Hong Kong

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