Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms
Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms
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DOI：
10.1080/10573569.2014.910718
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发表时间：
2016-05-03
影响因子：
1.9
通讯作者：
Hairrell, Angela
中科院分区：
文献类型：
--
作者：
Swanson, Elizabeth;Wanzek, Jeanne;Hairrell, Angela
本研究报告了在初中和高中的社会研究和语言艺术课堂上实施的词汇和阅读理解教学实践。它还描述了课文阅读练习。在1个学年的时间里，我们对11个社会学科和9个语言艺术教师进行了137次观察。我们观察了在社会研究和语言艺术中不同程度地支持词汇和阅读理解的教学实践。阅读课文的时间比例在两个学科中大致相同，但在两个学科领域中，不同的文本类型、阅读模式和年级水平存在差异。
This study reports vocabulary and reading comprehension instructional practices implemented in middle and high school social studies and language arts classrooms. It also describes text reading practices. We conducted 137 observations of 11 social studies and 9 language arts teachers over the course of 1 academic year. We observed instructional practices supportive of vocabulary and reading comprehension to differing degrees in social studies and language arts. The proportion of time spent reading text was roughly the same across the 2 subjects, with differences by text type, reading mode, and grade level within both subject areas.