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Using corpus methods to identify teacher strategies in guided reading: what questions do teachers ask, and what works?
In previous blogs on the CASS guided reading project, we have introduced our investigation into one of the most prevalent techniques recommended to engage children in discussion: strategic questioning. We can now reveal our key findings, which focus on the effectiveness of wh-word questioning techniques on children’s responses. Background. Guidelines encourage teachers to ask ‘high…
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CASS Guided Reading project presented to The Society for the Scientific Studies of Reading (SSSR)
In mid-July, it was my pleasure to represent CASS at the SSSR conference in Novia Scotia, Canada! Over 400 professionals attended, including language and literacy researchers, school teachers, and speech and language therapists. My primary aim was to demonstrate how our CASS language development project is using corpus search methods to identify the effectiveness of…
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Introducing the CASS Guided Reading Project (Part 2)
In the first blog entry, we noted that there is a substantial variability in our understanding of how guided reading is thought to foster specific literacy skills. Further, we explained how our use of corpus methods will enable us to identify a wide range of teacher strategies used in guided reading. That is a crucial…
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Introducing the CASS Guided Reading Project (Part 1)
In collaboration with the Department of Psychology, CASS is investigating the critical features of guided reading that can benefit the language and literacy skills of typically developing children. What is guided reading? Guided reading is a technique used by teachers to support literacy development. The teacher works with a small group of children, typically not…
CASS Briefings
CASS: Briefings is a series of short, quick reads on the work being done at the ESRC/CASS research centre at Lancaster University, UK.