Reading Comprehension Strategy Instruction

Afflerbach, Peter; Hurt, Matthew; Cho, Byeong‐Young

doi:10.4324/9780429423635-7

Cited by 33 publications

(36 citation statements)

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“…Further, a limited focus on content knowledge may illuminate the dominant culture or perpetuate deficit views of students and the knowledge they bring to literacy experiences (Bean‐Folkes & Lewis Ellison, 2018). Therefore, in this section, we highlight six diverse types of knowledge that educators can target to support students’ learning and literacy development and that can broaden educators’ perspectives on the types of knowledge that matter in literacy classrooms (e.g., Afflerbach, Biancarosa, Hurt, & Pearson, 2020; Afflerbach, Hurt, & Cho, 2020; Alexander et al, 1991). These types of knowledge include cultural and linguistic knowledge, principled knowledge, strategic knowledge, knowledge of multimodal texts, knowledge of multiple‐text use, and conditional knowledge.…”

Section: Centering Diverse Forms Of Knowledgementioning

confidence: 99%

“…Conditional knowledge supports students in understanding when, how, and why to use other types of knowledge (Afflerbach, Hurt, & Cho, 2020). It involves metacognition so students are able to determine when comprehension is breaking down and then determine what strategy or prior knowledge might assist them in better understanding the text (Baker & Beall, 2009).…”

Section: Centering Diverse Forms Of Knowledgementioning

confidence: 99%

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Rethinking the Role of Knowledge in the Literacy Classroom

Hattan

Lupo

2020

Reading Research Quarterly

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Knowledge plays an inarguably critical role in reading comprehension. When considering the science of reading, it is important to engage with varying theoretical frameworks and empirical research that inform our collective understanding regarding the intersection of knowledge and literacy in K–12 classrooms. Therefore, the purpose of this article is to consider sociocultural and cognitivist perspectives on the role that knowledge plays throughout the reading process and to examine whose knowledge matters. Then, the authors address three tensions related to the role of knowledge in K–12 literacy instruction and offer research‐based perspectives on how educators, researchers, school leaders, parents, and community leaders can rethink knowledge to support students in learning from texts. First, the authors reframe the knowledge gap and suggest ways that teachers can privilege students’ knowledge as assets during literacy instruction. Second, the authors address the importance of supporting students in activating, integrating, and revising their knowledge during text processing and suggest evidence‐based instructional techniques that support students’ learning from texts. Finally, the authors contend that content knowledge is not the only type of knowledge that matters in reading and suggest how teachers can support readers in using other types of knowledge that are crucial to comprehension.

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Section: Centering Diverse Forms Of Knowledgementioning

confidence: 99%

Section: Centering Diverse Forms Of Knowledgementioning

confidence: 99%

Rethinking the Role of Knowledge in the Literacy Classroom

Hattan

Lupo

2020

Reading Research Quarterly

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“…Consequently, they refer to the active, reader-initiated processes that a reader undertakes when the passive processes are not sufficient to achieve their standard of coherence (van den . Proficient readers are for example actively searching for clues and drawing inferences, while reading a text (Afflerbach et al, 2020;Pearson & Cervetti, 2017). However, when reading strategy use is fully developed and internalized, this becomes more automatized, similar to the passive processes in the framework of van den .…”

Section: Reading Strategiesmentioning

confidence: 99%

An analytic description of ProjectExpert: An instructional reading program for ninth grade vocational students

Ammel¹,

Aesaert²,

Smedt³

et al. 2021

L1 Educational Studies in Language and Literature

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A significant number of ninth-grade students still struggles with proficiently comprehending texts. Moreover, their increasingly lowering motivation to read is alarming. Various educational interventions designed to enhance reading comprehension and/or motivation are available in the scientific field. However, a detailed description of its underlying principles is frequently lacking. This detailed description could provide genuine opportunities for replication, theory building, and dissemination into practice. Therefore, the main goal of the present study is to offer an analytic, rigorous, and detailed description of an instructional program aimed at fostering ninth-grade vocational students' reading comprehension, strategy use, and autonomous reading motivation, named ProjectExpert. The context, theoretical and/or empirical grounding, macro and micro-level design principles will be outlined, based on the framework of Bouwer and De Smedt (2018). ProjectExpert entails four design principles: (1) Text reading is goal-directed. (2) The instruction is embedded in a motivating learning environment rooted in the fulfilment of students' basic psychological needs. (3) By means of explicit strategy instruction students are taught to use a repertoire of cognitive and metacognitive reading comprehension strategies. (4) Students practice reading and applying reading strategies in heterogeneous pairs. Moreover, during the design, a stepwise procedure was adopted to guarantee the feasibility and usability of the design principles for this particular group of teachers and students. This stepwise procedure and the implications for the design of ProjectExpert are described in detail. Finally, the relational structure of the design principles and challenges related to implementing them into practice are discussed.

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“…The end goal of all reading instruction is to facilitate comprehension. Researchers (Afflerbach, Biancarosa, Hurt, & Pearson, 2020; Afflerbach, Hurt, & Cho, 2020) have theorized that readers bring to the task different types of knowledge: declarative (e.g., subject matter and everyday knowledge), procedural (e.g., strategies), conditional (e.g., metacognition), disciplinary (e.g., related to a specific discipline), and epistemic (e.g., how knowledge is constructed). When thinking about reading comprehension, adult literacy instructors, professional developers, and researchers often focus on learners’ abilities to draw inferences between words, sentences, and paragraphs.…”

Section: Why Is Background Knowledge Important To Address?mentioning

confidence: 99%

Background Knowledge: The Neglected Component in Adult Literacy

Greenberg

2021

J Adolescent & Adult Lit

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Reading Comprehension Strategy Instruction

Cited by 33 publications

References 1 publication

Rethinking the Role of Knowledge in the Literacy Classroom

Rethinking the Role of Knowledge in the Literacy Classroom

An analytic description of ProjectExpert: An instructional reading program for ninth grade vocational students

Background Knowledge: The Neglected Component in Adult Literacy

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