Reading Strategies in High School High school students’ experiences of an inclusive education approach
Journal Title: International Journal of Social Sciences and Education - Year 2018, Vol 8, Issue 2
Abstract
The purpose of this study was to investigate high school students’ experiences of an inclusive education approach using reading strategies. This is a way of teaching focusing on understanding text on the basis of what happens before, during and after reading. A high-school grade 3 class read two short stories together and processed them in the whole class and in small groups with the reading strategies as a basis. Another aim was to investigate whether students could describe their learning about the text on a meta-cognitive level after taking part of the reading comprehension teaching including reading strategies. The results show that students experience teaching with reading strategies as an approach that engaged them. On a meta-cognitive level, students could express how their reading comprehension altered in the interaction with others and how this systematic approach to reading contributed to a learning experience that they considered transferable to other contexts.
Authors and Affiliations
Linda Fälth, Anna Nord
Keywords
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