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Auburn University

1. Szatkowski, Hannah. Pre-Service Teachers’ Use of Instructional Strategies when Comprehending and Instructing using Contextually Challenging Text .

Degree: 2019, Auburn University

This qualitative case study explores the processes that occurred when pre-service teachers in an undergraduate elementary education literacy methods course were asked to interact with contextually challenging texts in a comprehension module and implement comprehension instruction in a tutoring field experience placement. The goal was to understand the participants’ metacognition and cognitive load as they explored the texts in the comprehension module. Findings indicate that pre-service teachers were more inclined to consult with other individuals, rather than relying on their own interpretations, when they needed help clarifying and determining meaning within the texts. Additionally, pre-service teachers metacognitively reflected on the strategic use of multiple reading comprehension strategies when exploring texts based on in-class discussion, journal entries, comprehension question responses, and a pre- and post-Metacognitive Awareness of Reading Strategies Inventory. During tutoring sessions, the pre-service teachers implemented instructional strategies using multiple comprehension strategies. When they were asked to reflect on how best to teach K-6 readers to use instructional strategies with contextually challenging texts, they recommended providing guidance (by peers and teachers) and purposefully selecting texts. Overall, findings reveal how pre-service teachers strategically planned, applied, and reflected on instructional and comprehension strategies through tutoring sessions and the comprehension module. Advisors/Committee Members: Cardullo, Victoria (advisor), Baggett, Hannah (committee), Cook, Michael (committee), McIlwain, Mary Jane (committee).

Subjects/Keywords: Curriculum and Teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Szatkowski, H. (2019). Pre-Service Teachers’ Use of Instructional Strategies when Comprehending and Instructing using Contextually Challenging Text . (Doctoral Dissertation). Auburn University. Retrieved from http://hdl.handle.net/10415/6762

Chicago Manual of Style (16th Edition):

Szatkowski, Hannah. “Pre-Service Teachers’ Use of Instructional Strategies when Comprehending and Instructing using Contextually Challenging Text .” 2019. Doctoral Dissertation, Auburn University. Accessed July 20, 2019. http://hdl.handle.net/10415/6762.

MLA Handbook (7th Edition):

Szatkowski, Hannah. “Pre-Service Teachers’ Use of Instructional Strategies when Comprehending and Instructing using Contextually Challenging Text .” 2019. Web. 20 Jul 2019.

Vancouver:

Szatkowski H. Pre-Service Teachers’ Use of Instructional Strategies when Comprehending and Instructing using Contextually Challenging Text . [Internet] [Doctoral dissertation]. Auburn University; 2019. [cited 2019 Jul 20]. Available from: http://hdl.handle.net/10415/6762.

Council of Science Editors:

Szatkowski H. Pre-Service Teachers’ Use of Instructional Strategies when Comprehending and Instructing using Contextually Challenging Text . [Doctoral Dissertation]. Auburn University; 2019. Available from: http://hdl.handle.net/10415/6762

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