The Importance of Structured Text Talks for Students’ Reading Comprehension

Reichenberg, Monica

doi:10.2478/jser-2014-0012

Cited by 8 publications

(22 citation statements)

References 19 publications

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“…The point of departure for these discussions is a laminated bookmark describing ways to engage with the text, many of which can be seen as metacognitive reading strategies (e.g. Jiménez-Taracido, Martinez, & Chauvie, 2019; Reichenberg, 2014). They involve highlighting new and interesting ideas in the book, things needing clarification, and words which the student wants to have explained.…”

Section: Understanding Language and Culture And Relating To Previous mentioning

confidence: 99%

Interconnected literacy practices: exploring classroom work with literature in adult second language education

Walldén

2020

RELA

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Previously, there has been little research conducted on how teachers and adult second language learners negotiate the challenge of reading authentic novels in the target language. This qualitative classroom study explores literacy practices in adult intermediate second language instruction, involving two teachers and their diverse student groups over four weeks of work with literature. The material has been generated during weekly book discussions, through observations, voice recordings and the collection of texts and other teaching materials. The result shows a strong orientation towards meaning-making, which was scaffolded by the teachers directing attention to language, style and narrative structure. Thus, different kinds of literacy practices were interconnected. Although practices of critical text analysis were not prioritised by the participant teachers, it is shown how the students used their diverse experiences and knowledge to read both 'with' and 'against' the grain of the text. Implications for teaching and steering documents are discussed.

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Section: Understanding Language and Culture And Relating To Previous mentioning

confidence: 99%

Interconnected literacy practices: exploring classroom work with literature in adult second language education

Walldén

2020

RELA

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“…Students with intellectual disabilities struggle with low reading comprehension skills (Bilgi & Ozmen, 2014;Connor, Alberto, Compton, & O' Connor, 2014;Reichenberg, 2014). This precursor skill to reading comprehension is often referred to as ERC (Edwards, 2014;Sandvik, Daal, & Ader, 2014;Schryer et al, 2015).…”

Section: Educational Issue Declarationmentioning

confidence: 99%

Metacognitive Reading Strategy and Emerging Reading Comprehension in Students With Intellectual Disabilities

Cox-Magno

Ross

Dimino

et al. 2018

JERAP

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This article ventures to address the gap in special education practices by providing a metacognitive reading strategy to support the emerging reading comprehension skills of kindergarten students with intellectual disabilities. Historically, students with intellectual disabilities have low reading comprehension skills that can impede their overall academic success. There is a gap in practice regarding the identification and effective use of evidence-based reading comprehension instructional strategies for students with intellectual disabilities. Guided by Piaget’s and Vygotsky’s constructivist theories, the purpose of this study was to test the effectiveness of a metacognitive reading strategy on the emerging reading comprehension (ERC) skills of kindergarten students with intellectual disabilities. A single-participant, multiple baseline design with graphical visual analysis was used across four kindergarten students with intellectual disabilities to illustrate the influence of the reading intervention. All four kindergarten students showed increases in their ERC skills after the completion of the intervention. An effect-size statistic was calculated to measure the improvement in percentage rate of correct responses between each participant’s baseline and intervention phase. The effect-size results indicated a 60% to 80% improvement rate difference. Therefore, for these kindergartners, the metacognitive reading strategy significantly increased the ERC skills of the participants. The implications for social change include providing teachers with effective metacognitive instructional strategies for ERC skills and for improving ERC skills among students with intellectual disabilities, thus allowing intellectual disability students greater opportunity to benefit from curriculum and instruction over time.

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“…Den första reservationen som infinner sig är naturligtvis vad studien visar beträffande elevernas individuella läsutveckling och läsförmåga. För att kunna visa på sådana resultat hade krävts ett helt annat empiriskt underlag och andra mätinstrument, vilket de studier som publicerats i Sverige på senare år kan uppvisa (Lundberg & Reichenberg 2013;Tengberg & Ohlin-Scheller 2013;Reichenberg 2014;Tengberg, Ohlin-Scheller & Lindholm 2015). Med sådana mätinstrument hade det dock inte varit möjligt att få syn på vad eleverna väljer att samtala om då de själva får styra över innehållet i samtalet samt sättet att tolka texten och kommunicera sina tolkningar, vilket har varit syftet med föreliggande studie.…”

Section: Slutsatserunclassified

“…På senare år har skett ett omfattande förankringsarbete i de svenska skolorna av metoder som stödjer elevers läsutveckling. Det har även publicerats värdefulla studier där forskare i samarbete med verksamma lärare förankrat forskningsbaserade metoder som stödjer eleverna i att utveckla läsförståelsestrategier, både i grundskolan och i särskolan (Lundberg & Reichenberg 2013;Tengberg & Ohlin-Scheller 2013;Reichenberg 2014;Tengberg, Ohlin-Scheller & Lindholm 2015). Studierna visar hur explicit undervisning i läsförståelsestrategier framförallt gynnar elever som tidigare uppvisat svårigheter med läsförståelsen och elever med särskilda behov.…”

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“…Till skillnad från de svenska studier som redovisats ovan (Lundberg & Reichenberg 2013;Tengberg & Ohlin-Scheller 2013;Reichenberg 2014;Tengberg, Ohlin-Scheller & Lindholm 2015), där förankringsarbetet skett under en period om mellan 8-13 veckor varefter mätningar av elevernas läsförmåga gjorts, har förankringsarbetet i ifrågavarande studie skett inom ramen för den ordinarie undervisningen under en fyraårsperiod. Empirin till den sista mätningen, som redovisas i denna artikel, är inhämtad strax före eleverna går ur åk 9.…”

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Om lässtrategier och textrörlighet

Varga

2017

educare

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This article presents findings from a school project of which the focus has been to help pupils develop their reading abilities through text-talks about fiction. The article is the last in a study of four. The three preceding articles have focused on how the teachers involved in the project have supported their pupils in order to help them improve their reading skills. The purpose of the study is to analyse and describe the abilities the pupils have developed in relation to the support they have been given during their education. The empirical findings referred to in the study are from text-talks in grade 9. The reading skills have been measured through analysis of video recordings of text talks among pupils discussing in small groups without a teacher present. The analytical tool used is the concept of text movability. The study displays to what extent the pupils have acquired strategies to read the lines, between the lines and beyond them. Also, how a metalanguage can be applied to talk about texts and the processes of interpretation. The results give evidence of the connection between the teaching offered to the students and the abilities they have developed.

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The Importance of Structured Text Talks for Students’ Reading Comprehension

Cited by 8 publications

References 19 publications

Interconnected literacy practices: exploring classroom work with literature in adult second language education

Interconnected literacy practices: exploring classroom work with literature in adult second language education

Metacognitive Reading Strategy and Emerging Reading Comprehension in Students With Intellectual Disabilities

Om lässtrategier och textrörlighet

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