Tools that Talk: Scaffolding Dialogic Instruction Through Close Reading of Informational Text.
This article describes a comprehensive framework (iDISC) for the close reading of informational texts for elementary students that may need additional language, social, memory, or behavioral supports. The article introduces concrete tools that are used before, during, and after close reading, includ...
| Publicado en: | Reading Teacher Vol. 77; no. 5; pp. 692 - 705 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Wiley-Blackwell
Mar/Apr2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=176246157&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 176246157 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Mar/Apr2024 vid: 77 iid: 5 pid: 480 pub: Wiley-Blackwell artinfo: ui: 176246157 10.1002/trtr.2292 ppf: 692 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 6.6MB tig: atl: Tools that Talk: Scaffolding Dialogic Instruction Through Close Reading of Informational Text. aug: au: Mariage, Troy V. Hicks, Elizabeth A. Reiley, Sarah Dabo, Arfang su: Dialogic teaching Elementary education Teaching models Posters Instructional systems sug: subj: Dialogic teaching Elementary education Teaching models Posters Instructional systems keyword: close reading dialogic teaching discussion informational texts reading comprehension ab: This article describes a comprehensive framework (iDISC) for the close reading of informational texts for elementary students that may need additional language, social, memory, or behavioral supports. The article introduces concrete tools that are used before, during, and after close reading, including cue‐cards, language stems, discussion behaviors, anchor posters, and graphic organizers. The tools provide teachers with instructional scaffolds that can support their students to undertake more educative discussions with peers. 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: 2024 holdings: @attributes: islocal: N |
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