Rethinking Text Sets to Support Knowledge Building and Interdisciplinary Learning

Lupo, Sarah M.; Berry, Alicia; Thacker, Emma S.; Sawyer, Amanda G.; Merritt, Joi D.

doi:10.1002/trtr.1869

Cited by 27 publications

(21 citation statements)

References 25 publications

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“…Teachers can also use inquiry‐based thematic units to help students make connections between texts and larger questions or ideas (Souto‐Manning, 2009), or purposefully integrate themes across disciplines (e.g., Lupo, Berry, Thacker, Sawyer, & Merritt, 2020; Lupo, Strong, Lewis, Walpole, & McKenna, 2018). For example, students can develop a deep understanding of the term migration by first considering in science how birds migrate south for the winter and how migration is connected to weather patterns and environmental factors.…”

Section: Centering Diverse Forms Of Knowledgementioning

confidence: 99%

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Rethinking the Role of Knowledge in the Literacy Classroom

Hattan

Lupo

2020

Reading Research Quarterly

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Knowledge plays an inarguably critical role in reading comprehension. When considering the science of reading, it is important to engage with varying theoretical frameworks and empirical research that inform our collective understanding regarding the intersection of knowledge and literacy in K–12 classrooms. Therefore, the purpose of this article is to consider sociocultural and cognitivist perspectives on the role that knowledge plays throughout the reading process and to examine whose knowledge matters. Then, the authors address three tensions related to the role of knowledge in K–12 literacy instruction and offer research‐based perspectives on how educators, researchers, school leaders, parents, and community leaders can rethink knowledge to support students in learning from texts. First, the authors reframe the knowledge gap and suggest ways that teachers can privilege students’ knowledge as assets during literacy instruction. Second, the authors address the importance of supporting students in activating, integrating, and revising their knowledge during text processing and suggest evidence‐based instructional techniques that support students’ learning from texts. Finally, the authors contend that content knowledge is not the only type of knowledge that matters in reading and suggest how teachers can support readers in using other types of knowledge that are crucial to comprehension.

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Section: Centering Diverse Forms Of Knowledgementioning

confidence: 99%

“…In another example, an elementary teacher might ask students to read a multimodal text explaining how circuits work. The text requires that students both read and interpret a diagram to understand how electricity moves through the circuit (Lupo et al, 2020).…”

Section: Centering Diverse Forms Of Knowledgementioning

confidence: 99%

Rethinking the Role of Knowledge in the Literacy Classroom

Hattan

Lupo

2020

Reading Research Quarterly

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“…Although students who read science‐based fictional stories are often influenced by the fantasy elements or unrealistic illustrations, potentially resulting in the transmission of incorrect information (Altun, 2019; Mayer, 1995; Rice, 2002), these books can still have a place in the science classroom. Lupo et al, (2020) describe how a “quad text set” (p. 516) can build content knowledge and increase literacy skills. The quad text set is comprised of a hook text, informational text, visual text, and target text.…”

Section: Classroom Applicationsmentioning

confidence: 99%

Teachers’ Choices: Are they the Right Books for Science Instruction?

Broemmel¹,

Rearden²,

Buckner³

2021

The Reading Teacher

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In the 21st century, amidst the widespread adoption of the Next Generation Science Standards, many elementary teachers find it challenging to consistently incorporate science instruction. Although the research literature indicates that using science‐based content in the literacy block has the potential to improve student achievement in both areas, the process of identifying high‐quality picture books can be challenging. Thus, the authors analyzed the annual Teachers’ Choices lists from 2000‐2019, identifying 134 science‐based books to determine their potential for integration with literacy instruction. Findings suggest the majority are engaging and provide accurate science content pertaining primarily to life science. Narrative and non‐narrative information texts dominate the selections, and science‐based biographies appear for the first time. Overall, the analysis indicates that the Teachers’ Choices books can be used as a resource for identifying high‐quality, science‐based picture books useful for introducing challenging science content in elementary classrooms.

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“…En la tercera, el docente elige previamente un grupo de textos relacionados temáticamente con el que se va a leer, y los comparte con sus estudiantes. Las evidencias experimentales muestran que las dos últimas tareas son las más efectivas para mejorar la habilidad lectora (Lupo et al, 2020) -La enseñanza de los mecanismos de cohesión textual constituye un conocimiento esencial que ayuda a los lectores a construir la microestructura semántica local, identificando y usando estratégicamente: (i) referencias anafóricas entre palabras, p.ej., pronombres como "ella", "este", etc. ; (ii) vínculos lexicales relacionados semánticamente en el texto, p.…”

Section: Implicaciones Didácticasunclassified

Opacidad ortográfica y aprendizaje de la comprensión lectora en español

Calero

Calero-Pérez²

2021

Ocnos

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Un modelo de instrucción basado en la secuencia didáctica “aprender a leer” y “leer para aprender” importado a nuestras escuelas desde un idioma opaco como el inglés, ha lastrado el desarrollo lector de muchos estudiantes de Educación Primaria. Con base en estudios translingüísticos que indican que el nivel de transparencia y complejidad silábica tiene un impacto no solo en cómo se aprende a leer y escribir en los distintos sistemas alfabéticos de escritura, sino también en los modelos de instrucción en comprensión lectora, este trabajo de revisión plantea: primero, que aprender a leer en lenguas opacas como el inglés o el francés es más arduo que hacerlo en lenguas transparentes como el finés o el español; y segundo, que el alumnado tarda más en dominar la lectoescritura de una lengua opaca que la de otra transparente. Consecuentemente, una perspectiva de instrucción en lectoescritura en nuestra lengua debería ir más allá de la mejora de habilidades de decodificación, fluidez lectora y comprensión literal, para promover que los lectores jóvenes aprendan a leer y lean para aprender simultáneamente, mejorando su vocabulario, sus esquemas de conocimiento, el reconocimiento de las distintas estructuras textuales, y sus habilidades cognitivas y metacognitivas.

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Rethinking Text Sets to Support Knowledge Building and Interdisciplinary Learning

Cited by 27 publications

References 25 publications

Rethinking the Role of Knowledge in the Literacy Classroom

Rethinking the Role of Knowledge in the Literacy Classroom

Teachers’ Choices: Are they the Right Books for Science Instruction?

Opacidad ortográfica y aprendizaje de la comprensión lectora en español

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