“I’ve seen you read”: Reading strategies in a first-grade class
Abstract
This study reports on first-graders' differentiated values of reading strategies that emerged within a multiethnic urban classroom over the course of 20 weeks. The researcher served as a participant observer during the language arts block four days a week, conducted formal interviews with each child, and met weekly with the teacher. At the end of the study, the findings were shared with the children. They responded in writing, orally in a whole class discussion, and orally in small group meetings with the researcher. The paper focuses on the ways students revealed their assumptions about appropriate reading strategies through both behavior and reflective talk. Tensions that developed during these weeks between strategies that rely on the “pieces” of language, such as phonics, versus those that relied on the “wholes,” like memory, are also addressed. © 1997 Taylor and Francis Group, LLC.
Publication Title
Journal of Research in Childhood Education
Recommended Citation
MacGillivray, L. (1997). “I’ve seen you read”: Reading strategies in a first-grade class. Journal of Research in Childhood Education, 11 (2), 135-146. https://doi.org/10.1080/02568549709594700
