View in EDS HTML Full Text PDF Full Text

What do upper-elementary and middle school teachers know about the processes of text comprehension?

Saved in:
Bibliographic Details
Title: What do upper-elementary and middle school teachers know about the processes of text comprehension?
Authors: Davis, Dennis S.1 (AUTHOR), Tenore, F. Blake2 (AUTHOR) btenore@fsu.edu, McElhone, Dot3 (AUTHOR), DeIaco, Robyn1 (AUTHOR)
Source: Reading & Writing. Nov2022, Vol. 35 Issue 9, p2257-2283. 27p.
Subject Terms: *Middle school teachers, *Reading comprehension, *Language arts, *Phonological awareness, *Literacy education, *Teacher education
Abstract: Teachers' knowledge of reading comprehension processes is underresearched relative to teachers' knowledge of word identification and phonological awareness. In this study, sixty-two pre- and inservice upper-elementary and middle school English language arts, science, and social studies teachers completed in-depth interview protocols eliciting multiple aspects of knowledge about reading comprehension processes. Using qualitative analyses, we found that teachers in the sample demonstrated knowledge in four consistent areas: strategizing, grappling to achieve coherence, leveraging and producing knowledge, and participating socially. We propose these concepts as a starting point for characterizing teachers' knowledge of how comprehension processes work when they are well developed. We discuss implications of these findings for future research and practice in literacy teacher education. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 159721671
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: What do upper-elementary and middle school teachers know about the processes of text comprehension?
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Davis%2C+Dennis+S%2E%22">Davis, Dennis S.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tenore%2C+F%2E+Blake%22">Tenore, F. Blake</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> btenore@fsu.edu</i><br /><searchLink fieldCode="AR" term="%22McElhone%2C+Dot%22">McElhone, Dot</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22DeIaco%2C+Robyn%22">DeIaco, Robyn</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Nov2022, Vol. 35 Issue 9, p2257-2283. 27p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Middle+school+teachers%22">Middle school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+arts%22">Language arts</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Teachers' knowledge of reading comprehension processes is underresearched relative to teachers' knowledge of word identification and phonological awareness. In this study, sixty-two pre- and inservice upper-elementary and middle school English language arts, science, and social studies teachers completed in-depth interview protocols eliciting multiple aspects of knowledge about reading comprehension processes. Using qualitative analyses, we found that teachers in the sample demonstrated knowledge in four consistent areas: strategizing, grappling to achieve coherence, leveraging and producing knowledge, and participating socially. We propose these concepts as a starting point for characterizing teachers' knowledge of how comprehension processes work when they are well developed. We discuss implications of these findings for future research and practice in literacy teacher education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=159721671
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11145-022-10268-4
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 2257
    Subjects:
      – SubjectFull: Middle school teachers
        Type: general
      – SubjectFull: Reading comprehension
        Type: general
      – SubjectFull: Language arts
        Type: general
      – SubjectFull: Phonological awareness
        Type: general
      – SubjectFull: Literacy education
        Type: general
      – SubjectFull: Teacher education
        Type: general
    Titles:
      – TitleFull: What do upper-elementary and middle school teachers know about the processes of text comprehension?
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Davis, Dennis S.
      – PersonEntity:
          Name:
            NameFull: Tenore, F. Blake
      – PersonEntity:
          Name:
            NameFull: McElhone, Dot
      – PersonEntity:
          Name:
            NameFull: DeIaco, Robyn
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 11
              Text: Nov2022
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 09224777
          Numbering:
            – Type: volume
              Value: 35
            – Type: issue
              Value: 9
          Titles:
            – TitleFull: Reading & Writing
              Type: main
ResultId 1