Exploring teacher and student knowledge of sentence‐level language features
Datos Bibliográficos
| ID | 15015395 |
|---|---|
| Autores | RACHEL KNECHT (0000-0002-2353-1985, University of Nevada, Reno Reno Nevada USA, autor de correspondencia), Lisa M Larson (University of Nevada, Reno), Lisa Larson (Doral Academy of Northern Nevada Reno Nevada USA), Dianna Townsend (0000-0001-6399-9040, University of Nevada, Reno Reno Nevada USA) |
| Año | 2023 |
| Volumen | 66 |
| Número | 6 |
| Páginas | 344-354 |
| Fecha de publicación | 2023-05-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Adolescent & Adult Literacy (JOURNAL) |
| Identificadores de la revista | ISSN: 1081-3004 • E-ISSN: 1936-2706 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jaal.1290 |
| OpenAlex | W4376566145 |
| Idioma | EN |
| Citas recibidas | 5 |
| Referencias citadas | 39 |
Proficiency with sentence‐level features of language is essential for reading comprehension of academic texts, especially for early adolescents who face increasingly complex, discipline‐specific texts as they enter upper elementary and middle school. However, little research has been done to explore instruction in sentence‐level features. This qualitative case study explores how a sixth‐grade social studies teacher developed knowledge of sentence‐level features and implemented sentence‐level instruction through a professional learning inquiry, as well as how 3 sixth‐grade students responded to challenging sentences as a result of this instruction. Findings from thematic analyses of both teacher and student data sources indicate that increased metalinguistic awareness of sentence‐level features in the teacher participant was essential to effective, discipline‐specific instruction in sentence‐level features. Additionally, explicit instruction in sentence‐level features led to increased metalinguistic awareness in students, which supported their comprehension of challenging sentences
Comprehension · Linguistics · Mathematics education · Natural language processing · Reading (process · Reading comprehension · Sentence · Computer Science · Educational Strategies and Epistemologies · Educator Training and Historical Pedagogy · Psychology · Reading and Literacy Development
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| Obras citantes distintas | 5 |
|---|---|
| Citas por año | 2,5 |
| Intervalo de citas | 2024 - 2026 (3) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |