Faculty Publications

Title

Comprehension strategy instruction with literature circles and response journals: Promoting preservice teachers’ metacognitive thinking about a multicultural text.

Document Type

Article

Publication Date

2016

Abstract

In this inquiry, we investigated 62 preservice teachers’ understandings about comprehension strategies while applying them to a multicultural novel, Maniac Magee. We explored literature circles and reflective journaling as instructional models to engage preservice teachers in discussions and self-reflections about multicultural and social justice issues. From thematic, within case and cross-case analyses, we identified four themes: lifelong learners and social learning, preservice teachers’ personal connections with text, preservice teachers’ connections to future instruction, and the cultural divide. We propose preservice teachers enrich understandings of cultural diversity while learning best literacy practices as they focus on multicultural literature with self-reflection through reader response journaling.

Comments

Citation only. Full-text article is available through licensed access provided by the publisher. Members of the USF System may access the full-text of the article through the authenticated link provided.

Publisher

Organization of Teacher Educators in Reading

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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