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1.
Michal Honig 《课程研究杂志》2013,45(5):619-642
We examined the response of high school students in Israel to biographical texts. Students were exposed to three sub-genres of biographical texts (a literary-biographical text, an autobiographical text and a scientific-biographical text). These texts all differ from the conceptual schema of ordinary school texts. The data were collected from 64 participants from three classes in two different public schools in Israel. The ability of students to apply historical disciplinary reading skills was evaluated for each text, with an emphasis on ‘sourcing’ and ‘corroboration’. The basic premise was that the texts the students are exposed to influence not only their level of knowledge but also their disciplinary concepts and skills.We contend that it might be that biographical texts, and especially autobiographical and literary-biographical texts, evoked historical reading in students, and strengthened their disciplinary reading abilities. 相似文献
2.
Lucy K. Spence 《English in Education》2008,42(3):253-268
This paper describes an approach to the assessment of EAL written composition in the primary school. It draws upon related work in literacy as social practice and socio‐linguistic approaches to language learning to develop an approach to writing assessment that builds upon students’ linguistic strengths and traces their written words to sources in the immediate context and wider world. Following Joseph Tobin (2000) this approach is described as generous reading. Generous reading references poststructuralist literary theory through a focus on close reading of texts using a multidisciplinary approach. This paper describes the purpose, theory, and methods for generous reading followed by examples and a discussion of implications for instruction and assessment. 相似文献
3.
With increased attention focused on the economic cache afforded through literacy and numeracy skills, governments around the world have turned their attention to developing the expertise of their teachers. Improving teachers' levels of competency leads to improvement in student achievement. In this qualitative case study, we focus on the Educational Foundations Program, in Ontario, Canada, established in part to develop competencies in the area of literacy instruction by addressing teachers' content knowledge. Serious questions about the ways in which the notion of ‘expertise’ is understood and developed arose as the programme was implemented. We examine notions of expertise and the experiences of teachers, administrators and curriculum leaders charged with orchestrating expertise in reading and writing in their respective districts. 相似文献
4.
ABSTRACTFirst Nations writing within English literary studies risks contemporary colonisation if encountered as a literary object for close reading without context or reflection on the role of the reader. This article will explore the processes involved in constructing an innovative reading practice amongst tertiary students to counter the potential for intentional or unintentional colonial readings. Dr Sandra Phillips, First Nations academic and researcher, initiated and applied the reading practice (which overtly incorporates student/reader standpoint and then reflection on the impact of that standpoint among other considerations) from her PhD scholarship then applied it to her curriculum design of ‘Reading Aboriginal and Torres Strait Islander Writing’, which forms the basis of this research. Dr Clare Archer-Lean continued the coordination and teaching of the curriculum at the University of the Sunshine Coast in Queensland after Sandra moved tertiary institutions. The two academics continue to collaborate on the curriculum review and reflect on the processes of teaching and crafting this form of reading practice and assessment. Their aim has been to create a reading practice that accounts for the position and influence of the reader in the cross-cultural, or co-cultural, reading process. This is primarily achieved by acknowledging the role and influence of standpoint in the reading process as well as deepening reading through an understanding of the cultural, social and political discourses affecting the production, distribution and reception of First Nations writing in the Australian context. 相似文献
5.
Larissa McLean Davies Brenton Doecke Philip Mead 《Changing English: An International Journal of English Teaching》2013,20(3):224-240
Recently Australia has witnessed a revival of concern about the place of Australian literature within the school curriculum. This has occurred within a policy environment where there is increasing emphasis on Australia’s place in a world economy, and on the need to encourage young people to think of themselves in a global context. These dimensions are reflected in the recently published Australian Curriculum: English, which requires students to read texts of ‘enduring artistic and cultural value’ that are drawn from ‘world and Australian literature’. No indication, however, is given as to how the reading and literary interpretation that students do might meaningfully be framed by such categories. This essay asks: what saliences do the categories of the ‘local’, the ‘national’ and the ‘global’ have when young people engage with literary texts? How does this impact on teachers’ and students’ interpretative approaches to literature? What place does a ‘literary’ education, whether conceived in ‘local’, ‘national’ or ‘global’ terms, have in the twenty-first century? 相似文献
6.
Zack K. De Piero 《高等教育研究与发展》2019,38(1):170-184
ABSTRACTIn surveys and semi-structured interviews, Graduate Teaching Assistants (GTAs) discussed the role of reading in their first-year composition (FYC) courses infused with ‘writing about writing’ and ‘teaching for transfer’ perspectives. Three transformative reading lenses played a pivotal role in instructors’ pedagogies – deconstructing genres, situating texts in discourse communities, and reading like a writer – that each embody a paramount threshold concept in Writing Studies: writing is a social and rhetorical activity. GTAs’ responses indicate that these transformative reading lenses facilitate students’ ability to make reading-writing connections. When students engage texts through these lenses, the act of reading becomes a tool for shaping students’ current and future writing development. 相似文献
7.
Beverley Brenna 《Literacy》2013,47(2):88-94
This qualitative case study explored the relationship between comprehension strategies and graphic novels in one Grade 4 classroom, utilising children as informants. The primary research questions related to children's applications of metacognitive reading comprehension strategies as well as the potential for graphic novels to support the students’ development as readers. Findings demonstrated that the children were able to apply two types of strategies to their reading of graphic novels: ‘keys’ that supported form‐specific comprehension strategies and ‘master keys’ that supported more general comprehension strategies that could be applied to other types of texts. Student preferences for graphic novels aligned with their preferences for reading narrative novels and non‐fiction, and did not align with preferences regarding comics or cartoons. Student preferences for reading graphic novels increased throughout the study. Fluent student responses to graphic novels through process drama were identified. Implications of the study involve the employment of graphic novels to support metacognitive strategies for reading and writing as well as to facilitate process drama. 相似文献
8.
The current study explored whether a reading intervention combining flexibly applied multisyllabic word‐decoding strategies with evidence‐based fluency strategies was effective in improving the science text reading skills of upper‐elementary struggling readers. Four students, three in fourth and one in fifth grade, participated in the study. A delayed multiple baseline design was utilized, with a staggered 3‐week baseline followed by 8 weeks of reading intervention. Three students demonstrated small to moderate gains in reading fluency on science instructional passages, but no generalized gains in reading fluency on standardized passages. All students demonstrated direct gains in multisyllabic word‐decoding accuracy on science instructional passages, but no generalized gains in decoding accuracy on standardized passages. Participating students rated the intervention favorably and perceived gains in their reading skills. These findings support the use of science curricular passages when implementing reading interventions to enhance students’ ability to access the curriculum. 相似文献
9.
Carmen Álvarez-Álvarez 《Studies in Continuing Education》2016,38(2):228-242
The most innovative reading practices currently rely on the paradigm of dialogic reading. Book clubs, literary gatherings and study circles are emerging in different social spaces to promote reading and literary discussion amongst adults, and libraries, bookshops, cultural centres, etc. are increasingly developing strategies in this direction. Despite the vast development of reading clubs throughout Spain, empirical research on this phenomenon is still at the embryonic stage. This paper queries the ability of this practice to encourage the pleasure of reading, as well as civic and literary education. The results, obtained from an ethnographic study of nine book club meetings and six key informant interviews, show that the discussions contribute to: (1) developing a taste for reading, literature and reading habits; (2) fostering debate about values and learning about personal experiences related to the stories covered in the various readings; and (3) learning academic skills that go beyond the scope of an informal literary analysis. The main conclusion of our study is that book club meetings generate a very favourable context for literary analysis, as they foster reading innovation and the cultivation of literature, as well as promoting values education and adult learning from a dialogic perspective. 相似文献
10.
Jo Westbrook 《Literacy》2007,41(3):147-154
This paper reports a small‐scale study of wider reading at Key Stage 3 in current English classrooms in secondary schools in the south of England. Six English teachers, three of whom were relatively new to teaching, were interviewed on what they thought about wider reading. The findings indicate that because of a lack of time and absence of demand for such reading in the current English curriculum, the more experienced teachers felt ambivalent about encouraging and assessing wider reading. The less experienced teachers were uncertain about how to encourage it and whether to respond positively to students' preferred reading patterns, such as the serial reading of books by a particular author. In several of the schools concerned, it appeared that school librarians had taken over the role of encouraging wider reading, as the English teachers focused on the technical skills required by the National Literacy Strategy. Where teachers did initiate wider reading, this was sometimes against departmental practice, a semi‐illicit addition to their workload and could thus be seen almost as a form of ‘bootlegging’. In addition to wider educational effects, the lack of support for this practice has implications for students' future success in English at General Certificate of Secondary Education and Key Stage 5 (16–18) as both require students to read whole texts widely and confidently. The paper argues that it might be more productive to prepare students for this than to expect such reading to develop spontaneously as a ‘happy accident’. 相似文献
11.
David D. Paige Grant S. Smith Timothy Victor Rasinski William H. Rupley Theresa Magpuri-Lavell William D. Nichols 《The Journal of educational research》2019,112(1):110-120
Considerable evidence supports that close to two thirds of all fourth-grade students read at less than adequate levels on reading achievement tests and that the problem has persisted for decades. This study of 1,064 third-grade students at risk for reading failure uses path analytic techniques to measure a hypothesized model linking developmental spelling, sight- and pseudo-word reading, and reading fluency to achievement on an end-of-year state reading test. While all hypothesized paths were found to be significant, paths not hypothesized were also significant. These paths included direct effects for spelling development on fluency and reading achievement, as well as the direct effect of sight-word reading on state reading achievement. In total, the model predicted 41.9% of the variance in state reading achievement and found that students proficient at foundational reading skills were 7 times more likely to be proficient on the state reading achievement assessment. 相似文献
12.
This article moves beyond book-based school ‘wide reading’ to propose constellations of multimodal media, including music videos, fashion parades, literary works, online games and material artefacts, along with associated pedagogies, as sponsors of pleasure. The article, based on empirical research with teachers in an Australian secondary school, proposes how the pleasure teachers experience in textual curation and research during curriculum planning might inform understandings of what reading might be for students. The author also considers the barriers to recognising diverse texts as having merit for study. Featuring Mattel’s Barbie, Kanye West and Andy Warhol, the article demonstrates how curation can inspire a vibrant reading fan culture and asks how teachers and students can negotiate or co-design ‘reading for pleasure’ curricula that make meaningful use of learner desires to seek collaboratively and collate creatively traces of meaning across media. Reading is an inevitable, spontaneous and enjoyable aspect of these practices. 相似文献
13.
David Aldridge 《高等教育研究与发展》2019,38(1):38-50
ABSTRACTThis article explores the close association between higher education and reading. I draw on the resources of literary studies to illuminate the phenomenon of educational ‘engagement’. I explore the accounts of reading offered in the phenomenological literary theory of Rita Felski and Marielle Macé and extend their ‘stylistics of existence’ into higher education to elaborate engagement’s ‘eventful’ character: it is not in the power of teacher or student to ‘bring about’ engagement. In place of pedagogical ‘method’, I demonstrate how Padraig Hogan’s treatment of education as the ‘courtship of sensibility’ is consistent with this phenomenological treatment of engagement. I am thus able to illustrate how engagement is in tension with instrumental approaches to teaching and learning. I conclude by offering an ethical relation of mutual belonging to subject matter as a corrective to the centrality of ‘knowledge’ in recent attempts to unify the different degrees and objects of engagement. 相似文献
14.
文本细读是阅读教学的一种重要方法,有利于学生领会文本内涵。教师应积极创新文本细读策略,可以先从阅读文本的关键字词入手,引导学生细读文本中的字、词、句,进而引导学生理解文本中的段落内容。教师要通过情境创设、读写结合等方式,促使学生将细读成果与写作训练结合以提高读写能力。 相似文献
15.
We compared high school students’ performance in a traditional comprehension assessment requiring them to identify key information and draw inferences from single texts, and a scenario-based assessment (SBA) requiring them to integrate, evaluate and apply information across multiple sources. Both assessments focused on a non-academic topic. Performance on the two assessments were moderately correlated (r = 0.57), but the SBA was more difficult (Study 1; n = 342). The two assessments similarly depended on basic reading skills but diverged in the relation to academic knowledge and (non-academic) topic knowledge (Study 2; n = 1107). Academic knowledge was highly predictive of traditional comprehension, but less so for SBA. Topic knowledge was more predictive of SBA than traditional comprehension. Thus, the two assessments tap into similar constructs related to comprehension; however, the level of topic knowledge is more important for performance on scenario-based, multiple-source reading tasks, whereas academic knowledge is more important for traditional reading comprehension tasks. 相似文献
16.
董杰华 《读与写:教育教学刊》2012,(6):55+4
英语阅读课是英语专业基础阶段的一门重要课程,然而它也存在很多的问题。为了更好地促进英语阅读教学,教师要注意培养学生的阅读兴趣和阅读技巧,同时也不应忽略二课活动的开展。 相似文献
17.
Reading aloud to children is considered one of the most highly effective strategies for fostering a range of literacy skills, both at home and within contemporary classrooms. However, little is known about teachers' attitudes toward reading aloud, their self‐reported frequency of engagement in the practice and what may pose as contemporary barriers to the practice. The 2016 Western Australian Study in Reading Aloud (WASRA) collected data from over 100 teachers at 14 Australian schools. The WASRA reveals tensions in translating reading aloud practices into daily practice due to reported lack of time and high curriculum demands. The findings suggest that primary school teachers typically enjoy reading aloud to children, though fewer enjoyed reading themselves. Recommendations are provided to address time and curriculum demands purported as being inhibitors of daily reading practices. These recommendations go some way to help mitigate against literacy inequities within our primary classrooms and in so doing encourage provision of daily reading opportunities for teachers and reading aloud practices. 相似文献
18.
Yvonne van Rijk Langha de Mey Dorian de Haan Bert van Oers Monique Volman 《School Effectiveness & School Improvement》2018,29(2):285-307
The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative approach, inspired by Vygotskian theory, in which reading skills are developed through meaningful reading of texts corresponding to students’ self-generated problems. The effectiveness of DE is compared to PI in terms of reading comprehension, strategy knowledge, and reading motivation of 4th-grade students; 170 students from ethnic minority or low SES background participated in a pretest-posttest natural 2-group design. Outcomes were similar in both approaches, with one exception: Students with an ethnic minority background in DE performed better on strategy knowledge than similar students in PI. These results are discussed in relation to previous studies on the appropriateness of innovative curricula for disadvantaged students. 相似文献
19.
石英 《襄樊职业技术学院学报》2013,(6):49-51
要求孩子“喜欢听故事、看图书”,就需要有相应的阅读策略教给孩子.本文以新批评的细读策略为基础,从文学作品形式的感受、叙述关系的理解、音韵格律的体验及儿歌意义的阅读四个方面阐述了儿歌阅读的策略. 相似文献
20.
Reading becomes more and more important in English learning in recent days.If we want to read efficiently,there are a lot of strategies for us to use when read.We can make predictions before reading a passage.When we read,we can read in a sense group.If we do not know the word when we read,we can guess the meaning of the word through the roots,the prefixes,the suffixes.In a word,having lots of practice with suitable reading strategies can enable us to improve our English reading skills. 相似文献