Teaching reading comprehension from a Vygotskian perspective

Transcription

1 Teaching reading comprehension from a Vygotskian perspective PhD project Yvonne van Rijk Prof. dr. Monique Volman Prof. dr. Bert van Oers Dr. Dorian de Haand 1

2 Problem definition difficulties in understanding discipline-specific content of texts reading comprehension is most frequently taught as a program-driven whole-class activity with a focus on reading strategies (PIRLS 2006) reading informative texts is considered dull and uninteresting by students and teachers alike 2

3 Reading theory meta-analysis of reading research base (Snow, 2002) central to effective approaches is: Reading for Meaning (RfM) content-based approaches definition of Reading Comprehension: the process of simultaneously extracting and constructing meaning through interaction and involvement with text (Snow, 2002, p. 11) reading motivation is important Reading motivation: Engagement perspective (Guthrie & Wigfield, 2000) Guthrie (2004) has elaborated on motivation distinguishing 5 motivators importance of motivation enhancement (Guthrie, McRae & Lutz-Klauda, 2007)

4 Sociocultural theory Meaningful learning is the process connecting a person to the cultural world as it has developed from history. Meaning always has 2 dimensions: (Van Oers, 2009; John-Steiner, 2002) personal meaning (sense) - emotions, motives (affect) sociocultural meaning - participation Communication with others is the social basis Language is the central (cultural) tool Reading (and writing) are forms of communication, with speaking and listening 4

5 Developmental Education (DE) Developmental goals Engagement and meaningful learning are leading principles Community of inquiry (Wells, 2000) Reading is driven by students questions Reading is personally meaningful (interest) and culturally meaningful (common purpose of participation in a socio-cultural practice)

6 Aim and Research question The aim of the study is twofold: an elaboration of the concept of meaningful in sociocultural theory a description of how RfM is addressed in classroom practice from a sociocultural perspective Research question: When considering informative texts, how is Reading for Meaning enacted in schools for DE in fourth-grade classroom practice?

7 Example of DE classroom practice

8 Method Multiple case-study participants: 5 experienced 4th grade teachers of DE data collection: interviews, classroom observations, documents (for triangulation) data analysis: qualititave analysis (Atlas.ti 6.2)

9 Results Motivational components (Guthrie, 2004) Relevance Choice Success Collaboration Integration

10 Relevance Reading for Meaning interest, prior knowledge, purpose Developmental Education deeper : + emotions, motives richer : + participation - Relevance enhancement precedes reading instruction - prepare a bath of Relevance - provide strategy-instruction when needed - focus (or sensitivity ) towards engagement 10

11 Choice Reading for Meaning Shared Control by limited Choice of subtopics and texts Developmental Education - Choice is based on students questions: students experience having Choice - Shared Control: - teacher as a partner - student ownership of questions 11

12 Success Reading for Meaning realistic goal setting, appropriate texts, feedback on successful comprehension Developmental Education focus and skills for ZPD diagnose skillfully adjust to students needs for strategy-instruction 12

13 Collaboration Reading for Meaning feeling of belonging to a group Developmental Education organic part of sociocultural approach community of inquiry: - teacher is a partner - students are active participants (expert groups) - read texts written by peers - classroom conversations - common purpose 13

14 Integration Reading for Meaning reading strategies combined with subject-matters Developmental Education no distinctive subject-matters full integration of all activities around meaningful content, incl. - developmental goals - all language activities (reading, writing, talk) reading instruction and support when needed reading is a fully integrated, functional activity Circle of developmental aims for the upper elementary grades (Van Oers) 14

15 Conclusion Reading for Meaning meaning construction refers to conceptual knowledge building Sociocultural theory and practice deeper and richer interpretation of meaning incl. - emotions and personal motives (affect) - scope of identity- and cultural development by participation Teaching Reading Comprehension is a highly dynamic and opportunistic proces (Snow, 2002) Illustration: Dick Bruna