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Situating Strategies: An Examination of Comprehension Strategy Instruction in One Upper Elementary Classroom Oriented Toward Culturally Relevant Teaching
May, Laura A.
May, Laura A.
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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.
Comments
<p>This article was originally published in <a href="http://www.tandfonline.com/loi/ulri" title="Literacy Research Instruction"><em>Literacy Research and Instruction</em></a>. Copyright © 2011 Association of Literacy Educators and Researchers.</p>
<p>The post-print (post peer-reviewed) version is published here with the permission of the author and publisher.</p>
Description
Date
2011-01-01
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Publisher
Research Projects
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Keywords
qualitative research, comprehension, elementary education
Citation
May, L. A. (2011). Situating strategies: An examination of comprehension strategy instruction in one upper elementary classroom oriented towards culturally relevant teaching. <em>Literacy Research and Instruction, 50</em>(1), 31-43. doi: 10.1080/19388070903441132