21 research outputs found
Question Asking During Reading Comprehension Instruction:A Corpus Study of How Question Type Influences the Linguistic Complexity of Primary School Studentsâ Responses
The authors examined teachersâ (N = 19) use of different question types during smallâgroup comprehension instruction for 6â11âyearâolds (N = 115). The authors tagged the corpus of 40 hours of guided reading sessions to enable computerâbased searches for syntactic forms of questions. Teachers frequently asked highâchallenge whâ word questions (e.g., âHow does that fit in with what you just read?â), and this was more pronounced in schools located in regions of low socioeconomic status, a finding associated with recency of completion of teacher training. Studentsâ responses were more linguistically complex when teacher questions comprised a high frequency of highâchallenge questions, particularly whâ word adverb questions (predominantly why and how). These findings applied across the wide age and ability range of the sample, indicating that highâchallenge questions are effective in smallâgroup comprehension instruction for students in different age groups and at various levels of reading ability. The authors conclude that teachers benefit from being informed about the effect of various syntactic forms of questions, particularly the nuances of whâ word questions. The findings also highlight the advantages of using corpus search methods to examine the influence of teacher questionâasking strategies during classroom interactions
Making the Move Online: Interactive ReadâAlouds for the Virtual Classroom
Interactive read-alouds are a mainstay in traditional literacy classrooms because they support wide-ranging goals in reading development. As educators make the transition to virtual classrooms, it is paramount that core practices, such as the interactive read-aloud, are intentionally adapted to ensure that their purpose remains central to their use. Although the production of digital read-alouds has flourished during the recent pandemic, many of these videos lack key components necessary to foster meaningful literacy growth. Educators need to be aware of the affordances and limitations offered by digital read-alouds to analyze and create materials for classroom use. In this article, we offer resources to guide intentional planning to ensure that digital read-aloud experiences go beyond passive student consumption. In addition, specific recommendations illustrate how digital read-alouds can be positioned within synchronous and asynchronous classroom activities to preserve and amplify the sociocultural element that can be more challenging to maintain within virtual environments.https://digitalcommons.snc.edu/faculty_staff_works/1043/thumbnail.jp
Bringing Bilingualism to the Center of Guided Reading Instruction
Educators consider guided reading one of the most powerful instructional tools in a reading teacherâs arsenal. Yet, when it comes to emergent bilinguals in both monolingual English and bilingual settings, guided reading is implemented monolingually, or in one language at a time. As the field of reading instruction has moved toward a more assetâbased take on studentsâ bilingualism, integrating a bilingual approach to guided reading is necessary. The authors offer educators a lens to understand how emergent bilingualsâ resources and bilingualism can be incorporated into guided reading, along with concrete examples that can assist teachers in enacting these practices in their classrooms