Cristin-resultat-ID: 1882438
Sist endret: 22. april 2021, 12:51
NVI-rapporteringsår: 2021
Resultat
Vitenskapelig artikkel
2021

How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

Bidragsytere:
  • Anne Håland
  • Åse Kari Hansen Wagner og
  • Erin Margaret McTigue

Tidsskrift

L1-Educational Studies in Language and Literature
ISSN 1567-6617
e-ISSN 1573-1731
NVI-nivå 1

Om resultatet

Vitenskapelig artikkel
Publiseringsår: 2021
Publisert online: 2021
Volum: 21
Open Access

Importkilder

Scopus-ID: 2-s2.0-85101530103

Beskrivelse Beskrivelse

Tittel

How do Norwegian second-grade teachers use guided reading? The quantity and quality of practices

Sammendrag

This paper documents how teachers use guided reading practices in Norwegian second-grade class-rooms. In a two-part study consisting of teachers’ self-reports (Study 1) and video-observations of guid-ed reading sessions (Study 2), we analyzed the frequency and characteristics of guided reading practic-es. Findings from Study 1 indicate that guided reading is a common practice of Norwegian second-grade teachers and that discussing word meaning, text, and pictures are the most frequently addressed liter-acy components. Findings from Study 2 illustrate that the teachers regularly make optimal use of the before-reading phase, while the after-reading phase is relatively lacking. The observational data also indicate that teachers are more likely to simply check students’ understanding of word meaning rather than to work in-depth with vocabulary. Likewise, teachers were more likely to supply help in the de-coding process rather than scaffold students’ decoding with strategies. In sum, the data indicate that teachers may not fully use the benefits that guided reading instruction can afford. We discuss how to help educators use more of the potential of guided reading, arguing that the benefits of guided reading can be strengthened by (1) more in-depth planning, (2) greater use of strategies, and (3) routines for observing and assessing.

Bidragsytere

Anne Håland

  • Tilknyttet:
    Forfatter
    ved Nasjonalt senter for leseopplæring og leseforsking ved Universitetet i Stavanger

Åse Kari Hansen Wagner

  • Tilknyttet:
    Forfatter
    ved Nasjonalt senter for leseopplæring og leseforsking ved Universitetet i Stavanger

Erin Margaret McTigue

  • Tilknyttet:
    Forfatter
    ved Nasjonalt senter for leseopplæring og leseforsking ved Universitetet i Stavanger
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