Tell Us More: Reading Comprehension, Engagement, and Conceptual Press Discourse

McElhone, Dot

doi:10.1080/02702711.2011.561655

Cited by 29 publications

(22 citation statements)

References 23 publications

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“…A socially interactive environment that models open communication and excitement for learning, and which is supported by instructional practices that scaffold comprehension skills of academic content, is clearly a goal for reaching and teaching that is inclusive of the needs of diverse learners (Guthrie, Wigfield, & You, 2012). An example of such an environment is a classroom that has access to 1:1 technology, is arranged to facilitate student collaboration, and where on-task discourse is explicitly taught and nurtured as in the above study (McElhone, 2012). Teaching media production to students at the secondary level with diverse learning abilities, and as a curriculum that supports literacy across disciplines, is fraught with challenges due to the many attributes each student brings to the classroom.…”

Section: Discussionmentioning

confidence: 99%

Digital Media Production to Support Literacy for Secondary Students with Diverse Learning Abilities

Leach¹

2017

JMLE

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Producing digital media is a hands-on, inquiry-based mindful process that naturally embeds Universal Design for Learning (UDL) principles into literacy instruction, providing options for learning and assessment for a wide array of students with diverse learning abilities. Video production learning experiences acknowledge the cognitive talents of some students labeled "disabled." For some, the discovery of personal abilities activated when learning through the production process may motivate deeper learning. Although challenges of access, quality of teacher preparation and assessment strategies represent significant challenges, digital media production learning experiences offer diverse learners a rich, socially interactive environment that models open communication and excitement for learning, and supports the scaffolding of comprehension skills for learning academic content.

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Section: Discussionmentioning

confidence: 99%

Digital Media Production to Support Literacy for Secondary Students with Diverse Learning Abilities

Leach¹

2017

JMLE

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“…In socioeconomically disadvantaged primary-grade classrooms where there is more discussion and where teachers ask higher-level questions during discussions, students achieve at higher levels in their reading (Taylor, 2000); a similar pattern has been found for upper elementary-aged students (Bitter, 2009;McElhone, 2012). Kong & Fitch (2002 found substantial gains in student performance on a range of comprehension-related measures over the course of a year in a classroom that based its reading instruction around student-led Book Club discussions (McMahon, 1997).…”

Section: The Relationship Between Talk About Text and Student Learningmentioning

confidence: 58%

A randomized control trial of Shared Evaluation Pedagogy: The near-term and long-term impact of dialogically organized reading instruction

Aukerman¹,

Martin²,

Gargani³

et al. 2016

L1 Educational Studies in Language and Literature

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This randomized control trial evaluated the impact of dialogically organized reading instruction provided twice per week over six months in small-group settings to fifth grade students, primarily English learners, assessed as needing additional support in comprehension development. Our dialogically organized instruction treatment, which we call Shared Evaluation Pedagogy (SHEP), was premised on: a) instigating dialogue about text, b) probing student thinking, and c) eschewing teacher evaluation. The 22 students in the SHEP treatment group demonstrated statistically significantly greater gains on near-term, researcher-administered measures of comprehension and decoding than did the 41 students in the control group. Treatment students also outperformed control students on two measures on the California Achievement Test 6 administered one year later-spelling (statistically significant) and reading (large enough to be practically significant, but not statistically significant). We close by arguing there are strong pedagogical reasons for shifting the prevailing reading comprehension intervention paradigm toward dialogically organized forms of instruction that invite students to think and reason with one another about texts.

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“…The connective press challenged teens to integrate multiple aspects of identity into their identity text and help readers see connections between the ideas shared in the writing. Drawing from “ conceptual press discourse , a pattern of teacher response that includes requests for evidence, examples, clarification, and elaboration” (McElhone, , p. 525), we view the connective press as a means to encourage participants to do similar types of thinking as they integrate their identities.…”

Section: Resultsmentioning

confidence: 99%

Improving Cohesion in Our Writing: Findings From an Identity Text Workshop With Resettled Refugee Teens

Daniel¹,

Eley²

2017

J Adolescent & Adult Lit

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Affording second-language writers opportunities to notice cohesion as they read and develop cohesion as they write can enhance their literacy skills. Secondary English language arts teachers are called on to prepare students for college and their future careers. Often, this goal is addressed in junior-and senior-year curricula as a personal essay assignment that can be used for college applications. This task can be challenging for both students and teachers. To successfully complete this task, writers need to communicate concisely and coherently who they are, have been, and wish to become to persuade readers that they belong in college. Often, examples of identity texts that explicitly address personal experiences are past-focused, whereas the college essay demands that connections be drawn between influential past experiences and imagined future goals.Such writing is even more daunting for refugee teens who may have experienced interrupted formal education yet possess valuable skills and life experiences that would contribute to postsecondary college and career environments in the United States. Furthermore, refugee students may have difficulty expressing how their lives spent speaking different languages, navigating multiple cultures, and resettling in the United States are remarkable assets in English-speaking contexts due to systemic marginalization in schools (McBrien, 2005). As such, teachers of refugee teens may wonder, How can I help students integrate their unique cultural and personal histories with their postsecondary goals, expressing a coherent sense of self to an unknown reader?To address this question, we share how resettled refugee teens developed their writing skills, particularly how they noticed and developed connections between multiple ideas in texts in an after-school writing workshop entitled Writing Our Identities for Successful Endeavors (WISE). The facilitator, Shannon (first author), challenged students to notice how ideas are connected in texts they read and to refine how ideas are connected in their own writing through the flexible use of semantic maps and a facilitator move that we call the connective press.

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Tell Us More: Reading Comprehension, Engagement, and Conceptual Press Discourse

Cited by 29 publications

References 23 publications

Digital Media Production to Support Literacy for Secondary Students with Diverse Learning Abilities

Digital Media Production to Support Literacy for Secondary Students with Diverse Learning Abilities

A randomized control trial of Shared Evaluation Pedagogy: The near-term and long-term impact of dialogically organized reading instruction

Improving Cohesion in Our Writing: Findings From an Identity Text Workshop With Resettled Refugee Teens

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