What Do Upper-Elementary and Middle School Teachers Know About the Processes of Text Comprehension?

Authors

Dennis S. Davis, North Carolina State University
F. Blake Tenore, Florida State University
Dot McElhone, Portland State UniversityFollow
Robyn DeIaco, North Carolina State University

Published In

Reading and Writing

Document Type

Citation

Publication Date

3-5-2022

Abstract

Research on teachers’ knowledge of reading comprehension suggests that teachers have and need knowledge that is distinct from what non-teachers know about reading (Phelps, 2009). Building on this idea, we designed the present study from the assumption that to teach reading comprehension in the upper-elementary and middle grades, teachers draw on specialized knowledge of comprehension processes–that is, their knowledge of how readers engage their linguistic, cognitive, and social resources to construct understanding with text.

Rights

© 2022 Springer

Locate the Document

https://doi.org/10.1007/s11145-022-10268-4

DOI

10.1007/s11145-022-10268-4

Persistent Identifier

https://archives.pdx.edu/ds/psu/37252

Citation Details

Davis, D.S., Tenore, F.B., McElhone, D. et al. What do upper-elementary and middle school teachers know about the processes of text comprehension?. Read Writ (2022). https://doi.org/10.1007/s11145-022-10268-4