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Teaching and Learning in High School Reading Classes: Perspectives of Teachers and Students.

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Title: Teaching and Learning in High School Reading Classes: Perspectives of Teachers and Students.
Authors: Harmon, Janis (AUTHOR), Wood, Karen (AUTHOR), Smith, Kassandra (AUTHOR), Zakaria, Nauff (AUTHOR), Ramadan, Kimberly (AUTHOR), Sykes, Melissa (AUTHOR)
Source: Reading Psychology. Oct2016, Vol. 37 Issue 7, p962-994. 33p.
Subjects: Reading ability testing, Qualitative research, Secondary education, Educational programs, Educational cooperation
Abstract: This qualitative study investigated high school reading programs and participants focusing on the insider perspectives of teachers and their students. The study occurred in two sites, one in a Southern state and the other in an Eastern state. The participants, five high school reading teachers and two to three students in each of their reading classes, were interviewed individually by the researchers. Interview questions focused on reader identity, reading habits, reader strategies, content area reading, and the reading program. Findings indicate a disparity between teachers' and students' understanding about reading, variability in instruction, and need for engaged learning. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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: Psychology and Behavioral Sciences Collection
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  Data: Teaching and Learning in High School Reading Classes: Perspectives of Teachers and Students.
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  Data: <searchLink fieldCode="AR" term="%22Harmon%2C+Janis%22">Harmon, Janis</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wood%2C+Karen%22">Wood, Karen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Smith%2C+Kassandra%22">Smith, Kassandra</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zakaria%2C+Nauff%22">Zakaria, Nauff</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ramadan%2C+Kimberly%22">Ramadan, Kimberly</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sykes%2C+Melissa%22">Sykes, Melissa</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Oct2016, Vol. 37 Issue 7, p962-994. 33p.
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  Data: <searchLink fieldCode="DE" term="%22Reading+ability+testing%22">Reading ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+programs%22">Educational programs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+cooperation%22">Educational cooperation</searchLink>
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  Label: Abstract
  Group: Ab
  Data: This qualitative study investigated high school reading programs and participants focusing on the insider perspectives of teachers and their students. The study occurred in two sites, one in a Southern state and the other in an Eastern state. The participants, five high school reading teachers and two to three students in each of their reading classes, were interviewed individually by the researchers. Interview questions focused on reader identity, reading habits, reader strategies, content area reading, and the reading program. Findings indicate a disparity between teachers' and students' understanding about reading, variability in instruction, and need for engaged learning. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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=pbh&AN=116646953
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        Value: 10.1080/02702711.2016.1157536
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        Text: English
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              Text: Oct2016
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