How Hard Should the Books Be in Small‐Group Reading? It Depends.
Teachers balance many goals when selecting texts for small‐group reading. The author explored the impact of one variable that teachers consider, quantitative text difficulty, on students' participation, discussion, comprehension, and fluency in small‐group discussions of informational science texts....
| Published in: | Reading Teacher Vol. 73; no. 2; pp. 173 - 184 |
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| Format: | Article |
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Wiley-Blackwell
Sep/Oct2019
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=138312579&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 138312579 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Sep/Oct2019 vid: 73 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 138312579 10.1002/trtr.1821 ppf: 173 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 818KB tig: atl: How Hard Should the Books Be in Small‐Group Reading? It Depends. aug: au: Kelly, Laura Beth su: Group reading Books & reading Bilingual students Third grade (Education) Group work in education Instructional systems sug: subj: Group reading Books & reading Bilingual students Third grade (Education) Group work in education Instructional systems keyword: 2‐Childhood Comprehension Content literacy Discussion < Oral language Discussion < Oral language Fluency Informational text < Strategies, methods, and materials Informational text < Strategies, methods, and materials Instructional strategies; methods and materials Language learners Motivation/engagement Nonfiction Struggling learners ab: Teachers balance many goals when selecting texts for small‐group reading. The author explored the impact of one variable that teachers consider, quantitative text difficulty, on students' participation, discussion, comprehension, and fluency in small‐group discussions of informational science texts. Six bilingual third graders identified as reading below grade level participated. Students' comprehension scores were the same for matched and difficult texts. Matched texts benefited three students in terms of fluency and two students in terms of participation. Difficult texts benefited three students in developing conversations around print and ideas (rather than focusing on pictures) and in having more inferential (rather than merely literal) talk. Different levels of text had drawbacks and advantages, and the findings encourage teachers to use both matched and difficult texts at different times and for different instructional purposes. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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