The Strategy Toolbox: A Ladder to Strategic Teaching

Mehigan, Katherine Riley

doi:10.1598/rt.58.6.5

Cited by 4 publications

(2 citation statements)

References 14 publications

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“…Given this growing body of evidence in support of the benefits of reading comprehension strategies that involve interaction and the use of academic vocabulary, it is important that teachers and teacher-candidates be trained in the use of such strategies. It is worth reiterating that many teachers of adolescent students do not feel adequately prepared to provide reading comprehension instruction (Mehigan, 2005;Ness, 2009).…”

Section: Implications and Applicationsmentioning

confidence: 99%

Reading Comprehension Strategies: An International Comparison of Teacher Preferences

Kissau

Hiller

2013

Research in Comparative and International Education

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In response to international concern over poor reading skills among adolescent learners, teachers of these students are encouraged to integrate reading comprehension instruction into their classrooms. To increase the likelihood that reading comprehension strategies are effectively used in schools, teachers in all content areas need extensive practice using targeted strategies that are viewed as beneficial in regard to their particular area of expertise. To better understand what strategies are viewed as beneficial in different content areas, two teacher educators investigated the preferred reading comprehension strategies of teacher-candidates in Germany and the United States of America in regard to a variety of different contexts. Using a survey to collect both quantitative and qualitative data, the researchers were able to identify common preferences among participants from both countries. While supporting the reported benefits of teaching reading comprehension strategies, the results of the study also suggested that some of these strategies are better suited to specific content area instruction than others. Strong reading comprehension skills are critical to students' success in twenty-first century classrooms (Ness, 2009; Programme for International Students Assessment, 2009). The ability of students to comprehend what they have read is truly an inter-disciplinary skill. In addition to being required to comprehend stories, novels, and poems in language arts classes, successful students in today's classrooms must be able to read and understand math problems to find the correct solution. They need to understand written directions to successfully complete experiments in science, and they must be able to interpret vast amounts of information available on the Internet and in textbooks to complete projects in social studies. Reading comprehension skills are particularly critical for students as they progress in school and the focus becomes no longer on learning to read, but rather reading to learn (Lapp et al, 2008; Ness, 2009). Given this reality, it is troubling that so many adolescent learners struggle to read. According to the National Assessment of Educational Progress, more than two thirds of all 14-year-old students in the United States of America (USA) read below grade level, and more than six million students in the USA between the ages of 12 and 18 are struggling readers (Alliance for Excellent Education, 2006). The USA is not the only industrialized nation concerned about the reading skills of its youth. For example, the Programme for International Students Assessment (PISA) reported that nearly one fifth of 15-yearolds in Germany are reading below grade level expectations (PISA, 2009). In response to this concern, there has been growing demand for teachers of adolescent learners in the USA to focus more on the teaching of reading comprehension skills that emphasize the activation of student prior knowledge via the use of interactive reading strategies (Richardson

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Section: Implications and Applicationsmentioning

confidence: 99%

Reading Comprehension Strategies: An International Comparison of Teacher Preferences

Kissau

Hiller

2013

Research in Comparative and International Education

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“…in the past decade, cognitive reading strategy has assumed prominence in many reading instructional frameworks (harvey & goudvis, 2000;Mehigan, 2005;Miller, 2002). these resources often organize the reading curriculum around a series of reading strategies, such as predicting, summarizing, visualizing, or asking questions.…”

Section: Organize Units Of Study Around Literature Rather Than Readinmentioning

confidence: 99%

Creating Space for Children's Literature

Serafini¹

2011

The Reading Teacher

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As teachers struggle to balance the needs of their students with the requirements of commercial reading materials, educators need to consider how teachers will create space for children's literature in today's classrooms. In this article, 10 practical recommendations for incorporating children's literature in the reading instructional framework and across the curriculum are offered. Each recommendation is intended to help teachers reenvision the role of children's literature, create space for children's literature across the curriculum, and respect children's literature as a work of art and literature, as well as a pedagogical resource.

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Instruction of Research-Based Comprehension Strategies in Basal Reading Programs

Pilonieta

2010

Reading Psychology

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The Strategy Toolbox: A Ladder to Strategic Teaching

Cited by 4 publications

References 14 publications

Reading Comprehension Strategies: An International Comparison of Teacher Preferences

Reading Comprehension Strategies: An International Comparison of Teacher Preferences

Creating Space for Children's Literature

Instruction of Research-Based Comprehension Strategies in Basal Reading Programs

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