Guided reading: young pupils' perspectives on classroom practice.
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| Title: | Guided reading: young pupils' perspectives on classroom practice. |
|---|---|
| Authors: | Hanke, Veronica1 |
| Source: | Literacy. Nov2014, Vol. 48 Issue 3, p136-143. 8p. 2 Illustrations, 2 Diagrams. |
| Subject Terms: | *Guided reading, *Reading (Primary), *Education research methodology, *Primary education, *School children, *Attitude (Psychology), Drawing |
| Company/Entity: | National Literacy Strategy (Great Britain) |
| Abstract: | Guided reading is widely perceived to be tricky in English primary schools; prior research has found difficulties with teacher interpretation and implementation. The study reported here suggests that to understand the problems associated with it we should also take into account pupils' perspectives on their guided reading lessons. In this case, the pupils were 4-7 years old. The special challenges of accessing young pupil perspectives were addressed through co-authored drawings, a type of graphic elicitation. The drawings, together with other collected data, generated insights into pupil perceptions of literacy practices, of the role of friends and ability grouping in learning to read, and of their teachers' organisational challenges. A socio-cultural analysis of these data indicates that these pupils were sensitive to the social and cultural contexts of their guided reading lessons. It may be that precise official advice for guided reading in England, originating in the National Literacy Strategy documents in 1999 and the Primary National Strategy documents in 2003 and 2008, has been insufficiently sensitive to the complex teaching and learning contexts of guided reading and that this discrepancy has contributed to the identified difficulties. The paper concludes that some rethinking of the literacy practice of guided reading would be valuable. [ABSTRACT FROM AUTHOR] |
| Copyright of Literacy is the property of Wiley-Blackwell 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 99044357 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/lit.12019 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 136 Subjects: – SubjectFull: Guided reading Type: general – SubjectFull: Reading (Primary) Type: general – SubjectFull: Education research methodology Type: general – SubjectFull: Primary education Type: general – SubjectFull: School children Type: general – SubjectFull: Attitude (Psychology) Type: general – SubjectFull: Drawing Type: general – SubjectFull: National Literacy Strategy (Great Britain) Type: general Titles: – TitleFull: Guided reading: young pupils' perspectives on classroom practice. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hanke, Veronica IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2014 Type: published Y: 2014 Identifiers: – Type: issn-print Value: 17414350 Numbering: – Type: volume Value: 48 – Type: issue Value: 3 Titles: – TitleFull: Literacy Type: main |
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