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dc.contributor.advisorCardullo, Victoria
dc.contributor.authorSzatkowski, Hannah
dc.date.accessioned2019-06-20T20:21:39Z
dc.date.available2019-06-20T20:21:39Z
dc.date.issued2019-06-20
dc.identifier.urihttp://hdl.handle.net/10415/6762
dc.description.abstractThis 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.en_US
dc.subjectCurriculum and Teachingen_US
dc.titlePre-Service Teachers’ Use of Instructional Strategies when Comprehending and Instructing using Contextually Challenging Texten_US
dc.typePhD Dissertationen_US
dc.embargo.lengthen_US
dc.embargo.statusNOT_EMBARGOEDen_US
dc.contributor.committeeBaggett, Hannah
dc.contributor.committeeCook, Michael
dc.contributor.committeeMcIlwain, Mary Jane


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