Reading instruction in 5th grade: teachers’ perspectives on promoting self-regulated reading in language and content area teaching
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In: RISTAL, Vol. 2, 05.03.2019, p. 16-31.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Reading instruction in 5th grade: teachers’ perspectives on promoting self-regulated reading in language and content area teaching
AU - Schmitz, Anke
PY - 2019/3/5
Y1 - 2019/3/5
N2 - Self-regulated reading is an effective approach to foster reading comprehension, but many teachers are insecure about how to support strategic reading in natural classrooms. For a successful implementation of self-regulated reading into language and content area teaching discipline-specific strategy-oriented reading instruction has to be defined. This study analyzes teachers’ perspectives (N = 231) on the instruction of self-regulated reading in German language teaching, biology, and mathematics classes. The study reveals subject differences (e.g. the frequency of cognitive strategies in class), but also commonalities between subjects (e.g. the instruction of cognitive strategies and the frequency of metacognitive strategies, the activation of resource management strategies). The perspective on teachers’ discipline-specific reading instruction sheds light on content-specific as well as also cross-curricular reading instruction routines.
AB - Self-regulated reading is an effective approach to foster reading comprehension, but many teachers are insecure about how to support strategic reading in natural classrooms. For a successful implementation of self-regulated reading into language and content area teaching discipline-specific strategy-oriented reading instruction has to be defined. This study analyzes teachers’ perspectives (N = 231) on the instruction of self-regulated reading in German language teaching, biology, and mathematics classes. The study reveals subject differences (e.g. the frequency of cognitive strategies in class), but also commonalities between subjects (e.g. the instruction of cognitive strategies and the frequency of metacognitive strategies, the activation of resource management strategies). The perspective on teachers’ discipline-specific reading instruction sheds light on content-specific as well as also cross-curricular reading instruction routines.
KW - Educational science
KW - reading strategy
KW - text comprehension
KW - teacher education
KW - reading didactics
KW - Empirical education research
KW - Didactics of the German language
U2 - 10.23770/rt1822
DO - 10.23770/rt1822
M3 - Journal articles
VL - 2
SP - 16
EP - 31
JO - RISTAL
JF - RISTAL
SN - 2616-7697
ER -