Comprehension and content : planning literacy curriculum in low socioeconomic and culturally diverse schools

Luke, Allan, Dooley, Karen T., & Woods, Annette F. (2011) Comprehension and content : planning literacy curriculum in low socioeconomic and culturally diverse schools. The Australian Educational Researcher, 38(2), pp. 149-166.

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This article reframes comprehension as a social and intellectual practice. It reviews literature on current approaches to reading instruction for linguistically and culturally diverse and low socioeconomic students, noting the current policy emphasis on the teaching of comprehension as autonomous skills and ‘strategies’. The Four Resources model (Freebody & Luke, 1990) is used to situate comprehension instruction with an emphasis on student cultural and community knowledge, and substantive intellectual and sociocultural content in elementary and middle school curricula. Illustrations are drawn from research underway on the teaching of literacy in low socioeconomic schools.

Impact and interest:

20 citations in Scopus
16 citations in Web of Science®
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ID Code: 33106
Item Type: Journal Article
Refereed: Yes
Keywords: Literacy, Comprehension, Cultural diversity, Low socioeconomic schools
DOI: 10.1007/s13384-011-0021-0
ISSN: 2210-5328
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
Current > Schools > School of Early Childhood & Inclusive Education
Copyright Owner: Copyright 2011 Springer Netherlands
Copyright Statement: The original publication is available at SpringerLink
Deposited On: 12 Jul 2010 21:27
Last Modified: 05 Sep 2013 04:49

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