Reading instruction in 5th grade. Teachers' perspectives on promoting self-regulated reading in language and content area teaching
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Authors
Author (Corporation)
Publication date
2019
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
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Editor (Corporation)
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Parent work
Research in Subject-matter Teaching and Learning
Special issue
DOI of the original publication
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Series
Series number
Volume
2
Issue / Number
Pages / Duration
16-31
Patent number
Publisher / Publishing institution
Sciendo
Place of publication / Event location
Edition
Version
Programming language
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Abstract
Self-regulated reading is an effective approach to foster reading comprehension, but many teachers are insecure about how to support strategic reading in natural classrooms. For a successful implementation of self-regulated reading into language and content area teaching discipline-specific strategy-oriented reading instruction has to be defined. This study analyzes teachers’ perspectives (N = 231) on the instruction of self-regulated reading in German language teaching, biology, and mathematics classes. The study reveals subject differences (e.g. the frequency of cognitive strategies in class), but also commonalities between subjects (e.g. the instruction of cognitive strategies and the frequency of metacognitive strategies, the activation of resource management trategies). The perspective on teachers’ discipline-specific reading instruction sheds light on content-specific as well as also cross-curricular reading instruction routines.
Keywords
reading strategies, text comprehension, teacher education, reading didactics
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
Event
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ISBN
ISSN
2616-7697
1863-0502
1863-0502
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Gold
License
Citation
SCHMITZ, Anke, 2019. Reading instruction in 5th grade. Teachers‘ perspectives on promoting self-regulated reading in language and content area teaching. Research in Subject-matter Teaching and Learning. 2019. Bd. 2, S. 16–31. DOI 10.23770/rt1822. Verfügbar unter: https://doi.org/10.26041/fhnw-8115