The Influence of Genre Understanding on Strategy Use and Comprehension
Bibliographic Data
| ID | 15017120 |
|---|---|
| Authors | Monica S Yoo (0000-0003-1103-5981, corresponding author) |
| Year | 2015 |
| Volume | 59 |
| Issue | 1 |
| Pages | 83-93 |
| Publication date | 2015-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Adolescent & Adult Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1081-3004 • E-ISSN: 1936-2706 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jaal.432 |
| OpenAlex | W1900662471 |
| Language | EN |
| Citations received | 3 |
| References cited | 22 |
This case study examines how Ashley, a ninth‐grade student, uses and applies metacognitive strategies for comprehension as she reads three different texts: a literary narrative, a history text, and a newspaper article. Interviews and think‐aloud protocols were administered to investigate how the student thought about and enacted a variety of strategies during reading. The study includes cognitive and sociocultural perspectives and applies genre theory to the literature on reading strategies and the reading process. Findings indicate that expectations regarding how to read in a genre and discipline may influence comprehension and the ways in which strategies are employed. Furthermore, implications suggest that it is important to consider how genre understandings impact key elements related to comprehension in the Common Core State Standards, such as the quantitative and qualitative components of text complexity and the reader–text fit, as students engage in reading in a variety of disciplines
Cognition · Comprehension · Linguistics · Metacognition · Narrative · Newspaper · Ninth · Pedagogy · Reading (process · Reading comprehension · Sociocultural evolution · Sociology · Think aloud protocol · Variety (cybernetics · Computer Science · Discourse Analysis in Language Studies · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development
The Language of Schooling
Analysis of Expert Readers in Three Disciplines
Metacognition and learning
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
The Discovery of Grounded Theory
Learning to write, reading to learn
Teaching Disciplinary Literacy to Adolescents
A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School
Genre Development and Learning
Teachers and content area reading
Reading as Problem Solving
Learning to read and write genre‐specific text
The effects of strategy instruction on the comprehension performance of at‐risk students
On the Reading of Historical Texts
Genre as social action
| Citations per year | 0.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |