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- W2181857809 abstract "This paper provides a critical review of the professional research examining the effects of literature-based instruction on the literacy of diverse elementary school students. It examines aesthetic reader-response and critical pedagogy as processes that may qualify the effectiveness of literature-based instruction. The research suggests that aesthetic reader-response and critical pedagogy apply to all students regardless of designated ability, and that it contributes to student motivation to use literacy for identity, empowerment, and cultural change. The effectiveness is increased with the integration of metacognitive strategy instruction. Debate still exists as to whether these processes produce equal results on standardized tests as skills-based instruction. This paper also analyzes the implications for classroom practice and suggests directions for further research." @default.
- W2181857809 created "2016-06-24" @default.
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- W2181857809 date "2013-01-01" @default.
- W2181857809 modified "2023-09-27" @default.
- W2181857809 title "HIGH-QUALITY LITERATURE-BASED INSTRUCTION: AESTHETIC READER-RESPONSE AND CRITICAL PEDAGOGY FOR DIVERSE ELEMENTARY SCHOOL STUDENTS" @default.
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