Socio-constructivist and political views on teachers' implementation of two types of reading comprehension approaches in low-income schools

Georgia Earnest García, P. David Pearson, Barbara M. Taylor, Eurydice B. Bauer, Katherine A.D. Stahl

Research output: Contribution to journalArticle

Abstract

Researchers have reported that two types of instructional approaches-strategy instruction and high-level talk about text-lead to reading comprehension improvement in elementary-age students. One hypothesis is that both approaches have similar student outcomes because they develop high-level thinking about text. This article examines the literature on the two instructional approaches (cognitive strategy instruction and responsive engagement instruction), presents socio-constructivist views of teaching and learning, and explains what can happen when a socio-constructivist perspective guides teachers' implementation of either approach in low-income schools. The authors discuss three implementation challenges beyond the frameworks of either instructional approach-the impact of district/ school initiatives, movement of teachers from teacher-directed to student-directed instruction, and the selection and use of appropriate texts-and how teachers have met such challenges. They conclude with recommendations for improved classroom practice.

Original languageEnglish (US)
Pages (from-to)149-156
Number of pages8
JournalTheory Into Practice
Volume50
Issue number2
DOIs
StatePublished - Mar 2011

ASJC Scopus subject areas

  • Education

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