Abstract
This study investigates U.S. elementary (kindergarten-Grade 6, ages 5-12) pre- and in-service teachers’ discussions of informational texts to understand current practices and identify needs with respect to how teachers support students in building knowledge from complex informational text as specified in the grade-level expectations of the Common Core State Standards adopted in many U.S. states. Transcripts and reflections from 17 in-service and 31 pre-service teachers’ informational text discussions were analyzed for teachers’ focus on the text, background knowledge, and text/background knowledge. In addition, transcripts were analyzed for the types of text ideas teachers targeted (details/main ideas), the comprehension demands placed on students, how teachers used follow-up moves to encourage higher level thinking, and how teachers use transcripts of their discussions to analyze and critique their own practice. Findings suggest that both pre- and in-service teachers draw heavily on students’ background knowledge and text details in their questioning; but differences exist in how pre- and in-service teachers use follow-up responses to promote knowledge building. Findings also suggest that both pre- and in-service teachers can use their transcripts to recognize areas of need, and offer themselves suggestions to better support students’ understanding. Implications are offered for teacher education and professional development.
Highlights
Background knowledgeMicro RetrieveWhat other animals hibernate?Does anyone know what predatory means?Relate personally Has anyone ever been to the Museum of History?Evaluate/opinion Would you want to go to a place called Death Valley? MacroWe’re going to read about global warming.What is global warming?Note
I undertook this study of U.S elementary-grade pre- and in-service teachers’ text-based readings/discussions of informational/non-fiction text to understand current practices with respect to supporting students in meeting the grade-level expectations for informational text provided within the Common Core State Standards (CCSS)
Because the Standards imply the kinds of questions that have been shown to support lower, and higher level comprehension demands as posed by research and theory on questioning (e.g., Bloom, 1984; Graesser & Person, 1994), understanding how teachers support students reading informational text may interest those who do not subscribe to the CCSS
Summary
Pre- and in-service elementary teachers enrolled in reading courses in a U.S university participated in this study. With Institutional Review Board approval, pre-service teachers in two classes and in-service teachers in three classes were invited and agreed to participate As part of their respective courses, I asked pre- and in-service teachers to audio record and transcribe their reading and discussion of a non-fiction/informational text with students in their classrooms. Recorded their entire discussion and transcribed a 15- to 20-min segment following a basic transcription protocol (text read, followed by script of teacher/student comments) They completed a reflection identifying questions and responses they felt supported students’ understanding of text ideas, those they would revise, why and how they would revise, and their overall assessment of their own learning through the assignment. The graduate research assistant reviewed all audio recordings with corresponding texts and transcripts, revising transcripts as necessary to ensure completeness and accuracy, and transcribing the remaining discussion. I restricted coding to those who provided a rationale for revising questions (25 pre-service, 10 in-service) and responses (26 pre-service, 9 in-service)
Sign-in/Register to view highlights & summary 
Published Version (
Free)
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 call