Document Type
Article
Publication Date
2011
Abstract
Drawing on ethnographic and discourse analytic methods, this article examines how comprehension strategies aligned with goals in a classroom oriented toward culturally relevant teaching. Findings indicate that (a) two distinct sets of comprehension were taught in the room and (b) one set aligned more easily with culturally relevant teaching than the other.
Recommended Citation
May, L. A. (2011). Situating strategies: An examination of comprehension strategy instruction in one upper elementary classroom oriented towards culturally relevant teaching. Literacy Research and Instruction, 50(1), 31-43. doi: 10.1080/19388070903441132
Comments
This article was originally published in Literacy Research and Instruction. Copyright © 2011 Association of Literacy Educators and Researchers.
The post-print (post peer-reviewed) version is published here with the permission of the author and publisher.