Explicit Strategy Instruction and Metacognition in Reading Instruction in Preservice Teachers’ Elementary School Classrooms

Abstract

This article addresses student teachers' teaching of reading comprehension strategies and metacognition focusing on one of the case study participants. Drawn from a larger project, this qualitative case study examined the connections between coursework and student teaching in reading instruction for four preservice teachers in elementary classroom settings. Observations, interviews, and artifacts were analyzed using a conceptual framework of appropriation of concepts from lacking appropriation to achieving mastery. In every case except for one, the students remained at the same level of appropriation from coursework into student teaching. This highlights the importance of students' understanding of concepts in coursework. The discussion includes looking at the time necessary for students to develop an awareness of their own use of reading comprehension strategies. The importance of field placement settings is also considered.

Reference

Luttenegger, K. (2012). Explicit Strategy Instruction and Metacognition in Reading Instruction in Preservice Teachers’ Elementary School Classrooms. Journal of Reading Education, 37 (3), 13-20.

Journal

Journal of Reading Education

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Case study
Qualitiative

Geographic Setting

Rocky Mountain Region, USA

Institutional Context

University based

Certification Level

Pre-K - 6 (ages ~4-~12)

Programatic Focus

Research Location Context

University

Preservice Participants

Not stated

Preservice Sample Size

Duration of Data Collection

Academic Semester

Data Sources

Document Analysis
Interviews
Observations

Data Analysis Tools

Conceptual model used as analysis framework

Researcher Positionality

Inside (studying their own programs)

Research Questions

"What is the depth of student teachers’ appropriation of explicit strategy instruction and metacognition?"
Is this research question explicit from the manuscript? Yes

"How did the student teachers’ appropriation of these concepts change from coursework into student teaching?"
Is this research question explicit from the manuscript? Unknown