Leading for literacy

Schoenbach, Ruth; Greenleaf, Cynthia

doi:10.1177/0031721717739596

Cited by 11 publications

(5 citation statements)

References 3 publications

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“…By reading, students can construct their knowledge and conclude. The results of research in the US resulted in the 25-year Reading Apprenticeship program being able to help teachers reflect on students' reading independently (Schoenbach, R., & Greenleaf, C, 2017). The results of other studies resulted in using 40 homogeneous students selected from 93 and resulted that by reading short stories can be a suitable tool to achieve critical thinking skills (Khatib, Mohammad & Mehrgan, Kamran, 2012).…”

Section: The Syntax Ofmentioning

confidence: 99%

RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context

Pratama¹,

Sopandi²,

Hidayah³

2019

Int.J.Edu.Voc.Studies

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The purpose of writing this article was to describe RADEC learning model in building critical thinking skills. This study was conducted because of the need for a learning model that fits the Indonesian context to build critical thinking skills that can be used at elementary school level. This study used the literature review. This study produced one solution to be able to build critical thinking skills using RADEC learning model (read-answer-discuss-explain and create). The approach in learning done by the teacher plays a role in improving critical thinking skills. The teacher needs to use a learning model that can stimulate students' critical thinking skills.

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Section: The Syntax Ofmentioning

confidence: 99%

RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context

Pratama¹,

Sopandi²,

Hidayah³

2019

Int.J.Edu.Voc.Studies

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“…As noted previously, the ability to identify the superordinate idea connecting concepts in a text is an important part of text comprehension (McNamara & Magliano, 2009). Fortunately, some reading interventions (e.g., McNamara, 2017; Schoenbach et al, 2016) already foster readers' existing tendencies to infer generalisations. For example, encouraging students to pause towards the beginning of paragraphs to explicitly identify potential connections between concepts may build upon preliminary generalisations as soon as they develop.…”

Section: Discussionmentioning

confidence: 99%

The role of text genre in the construction of generalisation inferences

Ritchey

Jackson

Davis

2023

Journal Research in Reading

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Background Generalisation inferences let readers identify a conceptually superordinate statement to represent multiple subordinate concepts. This study measures text genres' influence on the scope and timing of generalisation inferences. Methods To measure the scope, or breadth, of generalisation inferences, undergraduates (N = 266) read expository and literary texts containing target sentences that were consistent, inconsistent or off‐topic in relation to the generalisation implied in each paragraph. To test when the generalisations were inferred, target sentences were placed either early or late in each paragraph. Results Readers drew broad generalisations early in the text and changed to specific generalisations later for exposition. The generalisations inferred from fairy tales were specific regardless of whether tested early or later in the text. Conclusions Readers construct generalisation inferences while reading both expository and literary texts, although the timing and scope of the inferences vary slightly by genre. Implications for theories of reading comprehension and applications for reading interventions are discussed.

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“…They drew on previous professional development that had included Greenleaf et al.' (2012) text‐rich investigation instructional design principles, a text evaluation tool (Schoenbach et al., 2016), and reading support tools and strategies (Schoenbach et al., 2012), all of which were developed during earlier collaborative design research. The units they developed (WestEd, 2022) referenced text sources and how to use them within the context of their units.…”

Section: Methodsmentioning

confidence: 99%

Science teachers designing text use for equitable Next Generation Science instruction

Greenleaf,

Hinchman,

Brown

2023

J Adolescent & Adult Lit

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Students need support to learn Next Generation Science practices that include use of such texts as investigative records and datasets, analyses and arguments, and works of other scientists. This article describes secondary school science teachers' curation and support of students' multimodal text use during their development of a library of equitable, text‐rich, phenomena‐based science units of study. Following a description of project background and inquiry methods, findings delineate how teachers collaborated to select texts, delineate roles for the texts, and use scaffolds to support students' equitable access to these texts in investigations and engineering designing. Findings also explain how the pandemic and teachers' ongoing concerns for their students' equitable learning of science and literacy practices caused teachers to amend their plans. The article concludes with a discussion of implications for science educators and others who are interested in science‐specific disciplinary literacies.

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Leading for literacy

Cited by 11 publications

References 3 publications

RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context

RADEC Learning Model (Read-Answer-Discuss-Explain And Create): The Importance of Building Critical Thinking Skills In Indonesian Context

The role of text genre in the construction of generalisation inferences

Science teachers designing text use for equitable Next Generation Science instruction

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