Reader-Based and Teacher-Centered Instructional Tasks: Writing and Learning about a Short Story in Middle-Track Classrooms
Abstract
This study describes how and what 2 classes of middle-track 10th-graders wrote and learned when their teacher employed reader-based and teacher-centered instructional tasks for discussing and writing about a short story. The students wrote an analytic essay in response to the story and completed 3 posttests of story understanding. Retrospective interviews of 4 case-study students were analyzed to examine the students' thinking and reasoning, and...
Paper Details
Title
Reader-Based and Teacher-Centered Instructional Tasks: Writing and Learning about a Short Story in Middle-Track Classrooms
Published Date
Mar 1, 1996
Journal
Volume
28
Issue
1
Pages
147 - 172
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