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Direct linkSharon M. Pratt; Tracey S. Hodges – Literacy Research and Instruction, 2025
Teachers understand the importance of think-alouds, yet research shows that think-alouds may be used ineffectively in practice. Often, this results from the difficulty of explicitly sharing the inner thought processes of competent readers and writers in transferable ways for students. To our knowledge, a tool for helping preservice teachers…
Descriptors: Protocol Analysis, Preservice Teacher Education, Preservice Teachers, Reading Instruction
Ballock, Ellen; McQuitty, Vicki – Literacy Research and Instruction, 2023
This paper explores the reasoning processes expert teachers use when reading and responding to elementary students' writing. We report findings from a qualitative multi-case study drawing on "think-aloud" interview data from seventeen participants as they read and responded to narrative, informational, and opinion/argumentative drafts.…
Descriptors: Thinking Skills, Teacher Student Relationship, Writing Evaluation, Beginning Teachers
Di Domenico, Paula M.; Elish-Piper, Laurie; Manderino, Michael; L'Allier, Susan K. – Literacy Research and Instruction, 2018
This study investigated how a high school literacy coach provided coaching to support teachers' understanding and implementation of disciplinary literacy instruction. With a focus on collaborations between the literacy coach and teachers in the disciplines of social studies, math, and English, this article presents three case studies that…
Descriptors: Literacy Education, Coaching (Performance), Student Attitudes, Task Analysis
Reynolds, Todd; Rush, Leslie S. – Literacy Research and Instruction, 2017
The purpose of this pilot study is to examine how experts and novices in the study of literary texts read those texts, and to make suggestions for an English Language Arts (ELA) disciplinary literacy based on those findings. A small sample of experts and novices, four professors of literature and four college freshmen, participated in read-alouds…
Descriptors: Language Arts, Novices, Expertise, Literary Devices
Washburn, Erin; Sielaff, Christopher; Golden, Karin – Literacy Research and Instruction, 2016
This study examined the impact of teaching a planning strategy for planning argument-based written responses on the writing performance of ninth grade students in the context of social studies. The Self-Regulated Strategy Development (SRSD) model was used as an instructional framework to teach the planning strategy. Pre- and posttest writing…
Descriptors: Persuasive Discourse, Planning, Writing (Composition), Grade 9
Lewis, Elizabeth C.; Chandler-Olcott, Kelly – Literacy Research and Instruction, 2012
This article reports on the use of a text-based verbal protocol (Afflerbach, 2000) situated within individual interviews to elicit secondary English teachers' perspectives on new literacies (Albers & Harste, 2007; Coiro, Knobel, Lankshear, & Leu, 2008). Ranging significantly in their teaching experience and comfort with new media and…
Descriptors: English Departments, English Teachers, Secondary School Teachers, Teaching Experience
