Abstract
In this descriptive classroom study, we used video-based observations supplemented with teacher interviews to provide precise information about the instruction of comprehension strategies that naturally occurred in 4 Norwegian lower-secondary language arts classrooms while students worked with expository texts. The results showed that the teachers varied vastly with respect to the amount of comprehension strategies instruction, that the repertoire of strategies that was taught was quite narrow, that the instruction was mainly implicit and carried out with the whole class, and that the teachers lacked professional knowledge about reading comprehension and reading comprehension instruction. We discuss our methodology and findings in relation to previous descriptive work on comprehension strategies instruction.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
