Addressing Unintended Instructional Messages About Repeated Reading. (10th July 2017)

• Record Type: Journal Article
• Authors: Frey, Nancy; Fisher, Douglas
• Is Part Of: Reading teacher. Volume 71:Number 4(2017)
• Page Start: 441
• Page End: 449
• Publication Date: 2017-07-10
• Subjects: Fluency -- Comprehension -- Motivation/engagement -- Teacher education; professional development -- Comprehension monitoring < Comprehension -- Listening < Comprehension -- Questioning < Comprehension -- Fluency -- Oral reading -- read‐alouds < Fluency -- Literature‐based instruction < Literature -- Motivation/engagement -- Expectations < Motivation/engagement -- Extrinsic < Motivation/engagement -- Discussion < Oral language -- Strategies methods and materials -- Discussion strategies < Strategies, methods, and materials -- Instructional models < Strategies, methods, and materials -- Instructional strategies -- teaching strategies < Strategies, methods, and materials -- Learning strategies < Strategies, methods, and materials -- Study strategies < Strategies, methods, and materials -- 2‐Childhood; Reading (Elementary) -- Periodicals; Reading -- Periodicals; Reading -- Remedial teaching -- Periodicals; 372.405
• DOI: 10.1002/trtr.1617
• Languages: English
• ISSNs: 0034-0561

Abstract

Abstract: The authors analyzed 88 classroom observations to determine whether there were actions that teachers were taking to send a message to students that rereading was not valuable. They identified three practices during shared reading, guided reading, and independent reading that telegraphed messages to students against rereading. The authors also observed teachers building repeated reading into their instruction as they changed the purpose, asked really good questions, pressed for evidence, and provided an audience for students.