Extra! extra! read all about it

Teacher scaffolds interactive read-alouds of a dynamic text

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Research revealing the continued dominance of narrative texts in primary-grade classrooms, coupled with shifts in the American cultural and textual landscape, have prompted educational policy urging teachers to increase the variety of informational texts students read and the authenticity with which students use those texts. The purpose of this qualitative study was to investigate how one firstgrade teacher scaffolded students’ meaningful engagement with a nontraditional classroom text, a local newspaper, through daily interactive read-alouds. Data sources including expanded field notes, transcripts of naturalistic observations, and teacher interviews were analyzed inductively using methods of constant comparison and discourse analysis. Purposefully selected topical episodes highlighted the characteristic of newspapers as dynamic texts that privilege real-timeinformation. Analysisidentifiedthattheteacherscaffolded engagement through thoughtful selection of content, improvisation aimed at creating connections, acknowledgment of uncertainty, and positioning of students as members of the community of people who follow current events.

Original languageEnglish (US)
Pages (from-to)358-383
Number of pages26
JournalElementary School Journal
Volume115
Issue number3
StatePublished - Mar 1 2015

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teacher
newspaper
spontaneity
comparison of methods
classroom
student
educational policy
authenticity
discourse analysis
privilege
student teacher
uncertainty
narrative
event
interview
community

ASJC Scopus subject areas

  • Education

Cite this

Extra! extra! read all about it : Teacher scaffolds interactive read-alouds of a dynamic text. / Jordan, Michelle.

In: Elementary School Journal, Vol. 115, No. 3, 01.03.2015, p. 358-383.

Research output: Contribution to journalArticle

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