Elementary Teacher Planning for Informational Reading Instruction

• In Event: How Can We Improve Literacy Education?

Abstract

Informational text poses unique challenges to elementary students as well as their teachers. We know there are evidence-based instructional strategies teachers can use to support student learning, but we know much less about how teachers plan for instruction with informational text. This mixed method study focuses on 15 first-year teachers who were observed teaching informational reading with a validated protocol and interviewed about their planning for this instruction. We find limited associations between curriculum use and the quality of observed instruction. Qualitative analysis using activity theory as a framework reveals a range of teacher planning processes, a varied use of tools and collaboration, and the strong influence of school expectations.

Authors

• Alexa Miller Quinn, James Madison University

• Rachel L van Aswegen, University of Virginia