USF St. Petersburg campus Faculty Publications
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.
Publisher
Organization of Teacher Educators in Reading
Recommended Citation
Bennett, S. V., Gunn, A. A., & Leung, C. (2016). Comprehension strategy instruction with literature circles and response journals: Promoting preservice teachers’ metacognitive thinking about a multicultural text. Literacy Practice & Research, 42(1), 26-33.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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.