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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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Abstract

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:

3 citations in Scopus
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3 citations in Web of Science®

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ID Code: 33106
Item Type: Journal Article
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
Copyright Owner: Copyright 2011 Springer Netherlands
Copyright Statement: The original publication is available at SpringerLink http://www.springerlink.com
Deposited On: 13 Jul 2010 07:27
Last Modified: 05 Sep 2013 14:49

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