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Situating Strategies: An Examination of Comprehension Strategy Instruction in One Upper Elementary Classroom Oriented Toward Culturally Relevant Teaching

Drawing on ethnographic and discourse analytic methods, this article examines how comprehension strategies aligned with goals in a classroom oriented toward culturally relevant teaching. Findings indicate that (1) two distinct sets of comprehension were taught in the room and (2) one set aligned more easily with culturally relevant teaching than the other.