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- W2557041036 abstract "This five month qualitative study explored, over time and across literacy events, the ways in which a second grade teacher, Ms. Wilson, and her students built a shared frame of reference, or shared mental context, for viewing reading. Data sources included: field notes, video and audiotaped records, artifacts, and teacher and student interviews. Analysis was informed by Mercer’s (2000) notions of context and continuity and considered the ways in which students and teacher drew upon contextual resources, both the context immediately available to them within the classroom and in the surrounding discourse, as well as displaced contexts, those objects, words, and understandings occurring in the past (Mercer, 2000). Constant-comparative and discourse analysis yielded three themes related to the building and maintenance of an active stance towards reading – what the students and their teacher called “WOW reading.” First, the teacher encouraged students to draw on a variety of contextual resources, including personal experience, shared experiences, and the text environment to make sense of their reading. Second, Ms. Wilson talked explicitly about interpretive strategies and their connections to books, introducing a meta-level to their conversations. Third, students had multiple opportunities to engage in reading and thinking about reading. Theoretically, this study illuminates the building of and building on of shared contexts within lessons and the continuity that develops across classroom lessons. As well, it provides insights into the ways in which teachers may help students draw on a variety of contextual resources, in and out of school, that afford rich opportunities for learning. Good teachers help students see the educational woods as they lead them through the trees, and it is through teachers’ effective use of language that a history of classroom experience can be transformed into a future of educational progress (Mercer, 2000, p. 55)." @default.
- W2557041036 created "2016-11-30" @default.
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- W2557041036 date "2005-01-01" @default.
- W2557041036 modified "2023-09-23" @default.
- W2557041036 title "Becoming a WOW Reader: Context and Continuity in a Second Grade Classroom" @default.
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