The Australian Educational Researcher

, Volume 38, Issue 2, pp 149–166

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

Article

DOI: 10.1007/s13384-011-0021-0

Cite this article as:
Luke, A., Dooley, K. & Woods, A. Aust. Educ. Res. (2011) 38: 149. doi:10.1007/s13384-011-0021-0

Abstract

This article defines comprehension as a pragmatic 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 and Luke 1990) is used to frame 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.

Keywords

Literacy Comprehension Cultural diversity Low socioeconomic schools 

Copyright information

© The Australian Association for Research in Education, Inc. 2011

Authors and Affiliations

  1. 1.Queensland University of TechnologyBrisbaneAustralia

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