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- W1983605624 abstract "Abstract Students perceived as being “less proficient” readers and writers all too often receive language arts instruction that emphasizes decontextualized basic skills. Educators who advocate holistic forms of reading and writing instruction for all students encourage, instead, a consideration of reading and writing as sociocognitive meaning-making activities. This ethnographic study traces the narrative thinking strategies successfully used by adolescents in two self-contained special education classrooms as they made sense of their textbooks and composed original stories based on the subject matter they had been studying. Findings suggest that when students were encouraged to link the content from their textbooks with storied accounts from their own personal lives, they gained the energy and motivation needed for the cognitive demands of reading and writing. In addition, role-playing and composing original texts inspired by structured play also helped students tap into narrative thinking as a way of knowing." @default.
- W1983605624 created "2016-06-24" @default.
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- W1983605624 date "1998-12-01" @default.
- W1983605624 modified "2023-09-23" @default.
- W1983605624 title "Narrative Thinking As a Strategy Among Struggling Early Adolescent Readers and Writers" @default.
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- W1983605624 doi "https://doi.org/10.1080/02568549809594727" @default.
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