A collaborative approach to reading workshop in the middle years

Meyer, Kylie Elizabeth (2010) A collaborative approach to reading workshop in the middle years. The Reading Teacher, 63 (6). pp. 501-507. ISSN 0034-0561

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Abstract

This paper examines the application of the Reciprocal Teaching instructional approach to mathematical word problems in the middle years. The Reciprocal Teaching process is extended from the four traditional strategies of predicting, clarifying, questioning and summarising, to include further cognitive reading comprehension strategies applied to the context of solving mathematical word problems.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright of Literacy Learning: The Middle Years is the property of Australian Literacy Educators' Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use, but is subject to the inclusion of an acknowledgment of the source.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 21 Sep 2014 23:27
Last Modified: 22 Sep 2014 01:18
Uncontrolled Keywords: comprehension; depth; inferences; metacognition; prior; questioning; motivation; strategies; discussion; instructional; learning; metacognitive; reading; critlit; Vygotsky; early adolescence
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori)
17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170204 Linguistic Processes (incl. Speech Production and Comprehension)
Socio-Economic Objective: C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
Identification Number or DOI: 10.1598/RT.63.6.7
URI: http://eprints.usq.edu.au/id/eprint/26009

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