Author: Kucan, Linda

Source: Reading Psychology, Volume 30, Number 1, January 2009 , pp. 51-87(37)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

Although text-based discussions are considered by many literacy researchers and educators to be optimal contexts for teaching students how to comprehend text, a discussion is an ill-structured instructional space with complicated demands. A challenge for teacher educators is to acknowledge this complexity and provide ways for teachers to learn how to manage it. In the present study, a group of teachers in a master's-level methods course was supported in learning about comprehension instruction through analyzing transcripts of their classroom discussions, a form of practical inquiry.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/02702710802274770

Affiliations: 1: University of Pittsburgh, Pittsburgh, Pennsylvania, USA

Publication date: 2009-01-01

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