Teacher candidates’ appropriating reading comprehension strategies
Abstract
Framed by Vygotsky’s Activity Theory, this action research project sought to examine how elementary candidates’ participation in early-literacy, simulated course activities impacted their appropriating of Direct Explanation and Trans- actional Strategies models of comprehension instruction in real teaching lessons of informational text for kindergarten through fifth grade children. Although the participants’ ways of thinking about teaching these particular frameworks revealed a surface knowledge level more than a deeper knowledge level, data reflective of 43% conceptual understandings in their strategy teachings is encouraging for those preparing candidates’ in early phases of their programs of study.
Reference
Lohfink, G., & Adler, M. (2017). Teacher candidates' appropriating reading comprehension strategies. Literacy Practice & Research, Winter, 18-26.
Journal
Literacy Practice & Research
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
- Action Research
- Activity Theory
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
Preservice Sample Size
42
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
1. How do teacher candidates appropriate the conceptual tools of Direct Explanation (Duffy & Roehler, 1989) and Transactional Strategies (Pressley et al., 1992) models of instruction simulated in activities they participated in during an early literacy methods course to the actual teaching of elementary students in field settings?
Is this research question explicit from the manuscript? Yes