Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies

被引：47

作者：

Ness, Molly ^{[1
]}

机构：

[1] Fordham Univ, Div Curriculum & Teaching, 113 West 60th St, New York, NY 10069 USA

来源：

JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION | 2011年 / 25卷 / 01期

关键词：

reading comprehension; reading instruction; elementary reading programs; classrooms;

D O I：

10.1080/02568543.2010.531076

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this observational study was to identify the frequency of reading comprehension instruction in elementary classrooms. Additional objectives were to determine which reading comprehension instructional strategies were most employed by teachers in elementary classrooms. In 3,000 minutes of direct classroom observation in 20 first-through fifth-grade classrooms, a total of 751 minutes (or 25% of instructional time) was allotted for reading comprehension instruction. The highest amount of reading comprehension instruction occurred in 4th-grade classrooms, with the least amount occurring in 3rd grade. Question answering, summarization, and predicting/prior knowledge were the most frequently occurring reading comprehension strategies. Finally, implications for teachers' professional development and training are provided.

引用

页码：98 / 117

页数：20

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