Socio-constructivist and political views on teachers' implementation of two types of reading comprehension approaches in low-income schools

Georgia Earnest García, P. David Pearson, Barbara M. Taylor, Eurydice B. Bauer, Katherine Stahl

Research output: Contribution to journalArticle

Abstract

Researchers have reported that two types of instructional approaches-strategy instruction and high-level talk about text-lead to reading comprehension improvement in elementary-age students. One hypothesis is that both approaches have similar student outcomes because they develop high-level thinking about text. This article examines the literature on the two instructional approaches (cognitive strategy instruction and responsive engagement instruction), presents socio-constructivist views of teaching and learning, and explains what can happen when a socio-constructivist perspective guides teachers' implementation of either approach in low-income schools. The authors discuss three implementation challenges beyond the frameworks of either instructional approach-the impact of district/ school initiatives, movement of teachers from teacher-directed to student-directed instruction, and the selection and use of appropriate texts-and how teachers have met such challenges. They conclude with recommendations for improved classroom practice.

Original languageEnglish (US)
Pages (from-to)149-156
Number of pages8
JournalTheory into Practice
Volume50
Issue number2
DOIs
StatePublished - Mar 2011

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comprehension
low income
instruction
teacher
school
school initiative
student
district
classroom
Teaching
learning

ASJC Scopus subject areas

  • Education

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Socio-constructivist and political views on teachers' implementation of two types of reading comprehension approaches in low-income schools. / García, Georgia Earnest; Pearson, P. David; Taylor, Barbara M.; Bauer, Eurydice B.; Stahl, Katherine.

In: Theory into Practice, Vol. 50, No. 2, 03.2011, p. 149-156.

Research output: Contribution to journalArticle

García, Georgia Earnest ; Pearson, P. David ; Taylor, Barbara M. ; Bauer, Eurydice B. ; Stahl, Katherine. / Socio-constructivist and political views on teachers' implementation of two types of reading comprehension approaches in low-income schools. In: Theory into Practice. 2011 ; Vol. 50, No. 2. pp. 149-156.
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