Missing Something: A Review Essay on Joseph North’s Literary Criticism: A Concise Political History     

Brenton Doecke 《Changing English: An International Journal of English Teaching》2020,27(3):333-348

ABSTRACT

This is a review essay of Joseph North’s Literary Criticism: A Concise Political History. I interrogate many of North’s claims, most notably his argument about the way a shift from literary criticism to literary scholarship has blunted the capacity of people working in literary studies to engage in a socially critical praxis. I use his book as an occasion to explore the relationship between literary studies (as ‘knowledge’) and the meaning-making that occurs within English classrooms when students engage with the texts chosen for study. I argue that North’s failure to make connections between English teaching and the literary critical projects of people like I.A. Richards, F.R. Leavis and Raymond Williams ultimately limits the reach of his book. For each of these critics, literary criticism was deeply embedded in an educational project that extended far beyond the confines of the academy, and their literary criticism might usefully be reread in these terms.  相似文献   

Understanding and describing mathematical knowledge for teaching: knowledge about proof for engaging students in the activity of proving   总被引：1，自引：0，他引：1  

Andreas J. Stylianides  Deborah L. Ball 《Journal of Mathematics Teacher Education》2008,11(4):307-332

This article is situated in the research domain that investigates what mathematical knowledge is useful for, and usable in, mathematics teaching. Specifically, the article contributes to the issue of understanding and describing what knowledge about proof is likely to be important for teachers to have as they engage students in the activity of proving. We explain that existing research informs the knowledge about the logico-linguistic aspects of proof that teachers might need, and we argue that this knowledge should be complemented by what we call knowledge of situations for proving. This form of knowledge is essential as teachers mobilize proving opportunities for their students in mathematics classrooms. We identify two sub-components of the knowledge of situations for proving: knowledge of different kinds of proving tasks and knowledge of the relationship between proving tasks and proving activity. In order to promote understanding of the former type of knowledge, we develop and illustrate a classification of proving tasks based on two mathematical criteria: (1) the number of cases involved in a task (a single case, multiple but finitely many cases, or infinitely many cases), and (2) the purpose of the task (to verify or to refute statements). In order to promote understanding of the latter type of knowledge, we develop a framework for the relationship between different proving tasks and anticipated proving activity when these tasks are implemented in classrooms, and we exemplify the components of the framework using data from third grade. We also discuss possible directions for future research into teachers’ knowledge about proof.

Andreas J. StylianidesEmail:

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Benefits of computer-presented speed training for poor readers     

Irausquin RS  Drent J  Verhoeven L 《Annals of dyslexia》2005,55(2):246-265

The effects of computer-presented automatization exercises in a group of 14 poor readers were assessed in comparison to a matched control group of 14 poor readers that received computer-presented exercises aimed at the use of context for word identification and comprehension. Training took place three sessions a week for 15 minutes per session and lasted about two months in each group. Results showed that the automatization or “speed” group progressed more than the context group in word and text reading efficiency, and the effect transferred to more complex word types than the CVC word type that was presented in the exercises. Both groups progressed to the same extent in accuracy, but the speed group made more progress in speed. No effects were found for reading comprehension. The findings make clear that computer-supported automatization exercises can be effective in reducing reading problems of poor readers in a short period of time. Implications for practice are discussed.  相似文献   

Antecedents to reading disability: Preschool language development and literacy experiences of children from dyslexic families     

Hollis S. Scarborough 《Reading and writing》1991,3(3-4):219-233

In a longitudinal study of the relation between preschool development and later reading abilities, children with dyslexic parents and/or older siblings were compared to children with no family incidence of dyslexia. Many children from dyslexic families developed reading problems by the end of the second grade, and these poor readers were characterized chiefly by weaker early syntactic and phonological skills and by less frequent exposure to books during their preschool years than the preschoolers who became normal readers. Some implications of the results for etiological theories of dyslexia are discussed.  相似文献   

建构主义学习理论指导下的英语专业精读教学   总被引：1，自引：0，他引：1  

王荫秀 《绵阳师范学院学报》2007,26(3):143-145

基于“知识”和“工具”层面,教师主讲课本的情况长期以来主宰着英语专业的精读课堂。根据建构主义学习观,教学是一个由教师主导,以学生已有经验为基础,通过与外界相互作用而主动建构意义的动态过程。本文描述的教学实例是对基于建构主义的英语专业精读课堂教学的探索与讨论。  相似文献   

名词化与说明文阅读     

马志民  刘芳 《沧州师专学报》2007,23(3):92-93

名词化与文体的正式程度成正相关.说明文作为一种正式的文体,突出特征是名词化的大量存在.本文通过对说明文特点及其中的名词化的分析,探讨名词化结构的理解对说明语篇阅读的影响.  相似文献   

Prosody in the reading of children with specific language impairment / La prosodia en la lectura de niños con trastorno específico del lenguaje     

Natalia Jordán  Fernando Cuetos  Paz Suárez-Coalla 《Infancia y Aprendizaje》2019,42(1):87-127

Expressive reading is considered one of the subprocesses involved in reading fluency, and good readers show greater changes in tone and fewer unnecessary pauses than bad ones. Given the high frequency of reading difficulties in specific language impairment (SLI), there may be certain differences in the use of prosody among children with SLI. The purpose of this study was to research whether prosody in the reading of children with Spanish SLI differs from that in the reading of typical readers. To do so, 44 children (SLI and control) read aloud a text which contained declarative, interrogative and exclamatory sentences. Different prosodic parameters referring to length, tone and intensity were measured. The results showed that the children with SLI read slower, commit more errors and make more inappropriate pauses. Furthermore, fewer pitch variations were found in the interrogative sentence and in the final features of the sentence. These results confirm the relationship between decoding and prosody; therefore, interventions with these children should bear in mind the practice of expressive reading while learning reading fluency.  相似文献   

Understanding Chinese children’s word reading by considering the factors from cognitive,psychological and ecological factors     

《Contemporary educational psychology》2023

Reading is a complex activity that is related to factors from the cognitive, ecological, and psychological domains. However, few studies have investigated the mechanisms underlying word learning by including the factors from the three domains in Chinese children. One hundred and ninety-four Chinese first graders completed tasks on cognitive abilities and word reading ability and a questionnaire relating to the psychological domain, their parents answered questionnaires relating to the psychological and ecological domains. The cognitive factors in the present study involved general (i.e., working memory) and reading-specific (i.e., vocabulary and morphological awareness) abilities. As ecological factors, the parent-reported family socioeconomic status (SES) and home literacy environment (HLE) were used to indicate parents’ resource characteristics of the literacy interactions at home. As psychological factors, an overall mental status was measured by the Conners’ Parent Rating Scale-Revised and reading self-efficacy were used to indicate children’s demand and force characteristics in the literacy interactions. The results of path analysis showed that, after controlling for age and nonverbal intelligence, the reading-specific cognitive abilities had a direct effect on word reading. Working memory, HLE, and reading self-efficacy contributed to word reading through the reading-specific cognitive abilities. Family SES facilitated HLE, which subsequently benefited the reading-specific cognitive abilities, and then assisted word reading.  相似文献   

The effects of cognitive strategy instruction on Chinese reading comprehension among Hong Kong low achieving students     

Kit- ling Lau  David W. Chan 《Reading and writing》2007,20(8):833-857

This study aimed to investigate the effectiveness of cognitive strategy instruction (CSI) on Chinese reading comprehension of Hong Kong low achieving students. A total of 88 Grade 7 students from four intact Chinese language remedial groups were randomly assigned to treatment and control conditions. Students in the treatment group received a 6-week Chinese CSI Program in their regular Chinese language lessons. The findings in this study generally supported that the Program had a positive impact on the reading development of low achieving students. Students who received strategy instruction made superior gains in comprehension performance, used more strategies during their reading process, had more knowledge about, strategy use, and showed a more positive attitude toward the reading instruction than did their peers who received traditional Chinese language instruction. Students’ improvements on their strategy use and reading comprehension were maintained 4 months after the termination of the Program. However, the positive treatment effects of the Program were not transferred to other school subject materials, and students’ reading motivation did not have significant changes after the Program. Factors contributing to the success of the Program as well as its limitations are discussed.  相似文献   

高校学生利用电子阅览室存在的问题及对策   总被引：9，自引：0，他引：9  

刘秀琴 《安阳师范学院学报》2003,(4):104-104,108

高校学生利用图书馆电子阅览室方面存在的问题与解决方法。发挥电子阅览室作用；为学校培养创新人才服务。  相似文献