First- and Second-Grade Urban Students' Path to Comprehension Strategy Use: A Practitioner's Framework.
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| Title: | First- and Second-Grade Urban Students' Path to Comprehension Strategy Use: A Practitioner's Framework. |
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| Authors: | Pilonieta, Paola (AUTHOR) |
| Source: | Reading Psychology. May/Jun2017, Vol. 38 Issue 4, p369-389. 21p. |
| Subjects: | African American students, Comprehension, Teachers, Teaching methods, Learning strategy instruction |
| Geographic Terms: | United States |
| Abstract: | This study seeks to explain what first- and second-grade African American, urban students who participated in an explicit comprehension strategy instruction (ECSI) program learned about comprehension strategies and how this knowledge supports self-regulated strategy use. The study was also designed to compare these students' knowledge with those who were exposed to less systematic comprehension strategy instruction. Students who participated in ECSI had more awareness and knowledge of strategies and applied them more frequently than students not in ECSI. A practitioner's framework is proposed to support teachers in developing their own ECSI. [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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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 122253874 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: First- and Second-Grade Urban Students' Path to Comprehension Strategy Use: A Practitioner's Framework. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pilonieta%2C+Paola%22">Pilonieta, Paola</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. May/Jun2017, Vol. 38 Issue 4, p369-389. 21p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22African+American+students%22">African American students</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension%22">Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategy+instruction%22">Learning strategy instruction</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study seeks to explain what first- and second-grade African American, urban students who participated in an explicit comprehension strategy instruction (ECSI) program learned about comprehension strategies and how this knowledge supports self-regulated strategy use. The study was also designed to compare these students' knowledge with those who were exposed to less systematic comprehension strategy instruction. Students who participated in ECSI had more awareness and knowledge of strategies and applied them more frequently than students not in ECSI. A practitioner's framework is proposed to support teachers in developing their own ECSI. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab 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=122253874 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02702711.2016.1278415 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 369 Subjects: – SubjectFull: African American students Type: general – SubjectFull: Comprehension Type: general – SubjectFull: Teachers Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Learning strategy instruction Type: general – SubjectFull: United States Type: general Titles: – TitleFull: First- and Second-Grade Urban Students' Path to Comprehension Strategy Use: A Practitioner's Framework. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pilonieta, Paola IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May/Jun2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 02702711 Numbering: – Type: volume Value: 38 – Type: issue Value: 4 Titles: – TitleFull: Reading Psychology Type: main |
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