Reading Comprehension Strategy Use and Instruction in ESOL Classrooms

• In Event: Marriott Roundtable Session 24
  In Roundtable Session: Critical Issues in Literacy Research Roundtable 3

Abstract

This study presents an analysis of reading comprehension strategy use and instruction, by comparing video observations from 55 recorded English language arts (ELA) lessons in seven classrooms at seven secondary schools in Norway across two school years. The findings indicate three patterns; first, that there are substantial differences in the quality of strategy instruction across the classrooms; second, that the majority of teachers does not provide explicit instruction on how to use strategies; and third, that when the teacher prompts students to use strategies, there is evidence that students use them. The present study contributes with systematic findings of what characterizes high and low quality ELA strategy instruction and provides detailed transcripts of strategy dialogues between teachers and their students.

Author

• Lisbeth M Brevik, University of Oslo