TY - JOUR
T1 - Socio-constructivist and political views on teachers' implementation of two types of reading comprehension approaches in low-income schools
AU - García, Georgia Earnest
AU - Pearson, P. David
AU - Taylor, Barbara M.
AU - Bauer, Eurydice B.
AU - Stahl, Katherine A.D.
PY - 2011/3
Y1 - 2011/3
N2 - 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.
AB - 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.
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U2 - 10.1080/00405841.2011.558444
DO - 10.1080/00405841.2011.558444
M3 - Article
AN - SCOPUS:79958013556
VL - 50
SP - 149
EP - 156
JO - Theory into Practice
JF - Theory into Practice
SN - 0040-5841
IS - 2
ER -