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Prompt students to become the sophisticated readers, writers, and thinkers they need to be to achieve higher learning. The authors explore the important relationship between text, learner, and learning. With an array of methods and assignments to establish critical literacy in a discussion-based and reflective classroom, you’ll encourage students to find meaning and cultivate thinking from even the most challenging expository texts.
Ken and Yetta Goodman’s professional work has been a lifelong collaboration, informed by shared philosophical strands. An overarching goal has been to provide access for all children to literacy and learning and to inform and improve teaching and learning. Each also is recognized for specific areas of focus and is known for particular concepts. This volume brings together a thoughtfully crafted selection of their key writings, organized around five central themes: research and theory on the reading process and written language development; teaching; curriculum and evaluation; the role of language; advocacy and the political nature of schooling. In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and/practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.
Patrik O'Brian Holt Heriot-Watt University After speech, writing is the most common form of human communication and represents the cornerstone of our ability to preserve and record information. Writing, by its very definition, requires artifacts in the form of tools to write with and a medium to write on. Through history these artifacts have ranged from sticks and clay tablets, feather and leather, crude pens and paper, sophisticated pens and paper, typewriters and paper; and electronic devices with or without paper. The development of writing tools has straightforward objectives, to make writing easier and more effective and assist in distributing written communication fast and efficiently. Both the crudest and most sophisticated forms of writing tools act as mediators of human written communication for the purpose of producing, distributing and conserving written language. In the modern world the computer is arguably the most sophisticated form of mediation, the implications of which are not yet fully understood. The use of computers (a writing artifact which mediates communication) for the production and editing of text is almost as old as computers themselves. Early computers involved the use of crude text editors and a writer had to insert commands resembling a programming language to format and print a document. For example to underline a word the writer had to do the following, This is an example of how to .ul underline a single word. in order to produce: This is an example of how to underline a single word.
This research-based guide addresses the challenge of implementing differentiated small-group instruction in K–6 classrooms where students' abilities, needs, and interests vary widely. It is packed with ideas about how to structure literacy lessons that incorporate both collaborative and needs-based small-group instruction in order to help all students succeed. The authors explain how to use assessment to group students appropriately and how to develop whole-class instruction that leads to productive work in groups. Each chapter details engaging activities that will improve speaking listening, writing, reading, and technology skills for diverse students, including English language learners. In a large-size format for ease of photocopying, the book includes more than two dozen teaching tools.
This book provides research-based insights that deepen and broaden current understandings of the nature of reading. Informed by psycholinguistic and sociolinguistic views of reading-as-meaning-construction, the studies build on principles of scientific realism – an approach to inquiry that incorporates and values a wide variety of methods of observation to find the most inclusive, ecologically valid description of the reading process as it is observed in a variety of contexts from a wide range of perspectives. Focusing on how facts are discovered, developed, and used in the construction of knowledge about reading – a data-driven and theory-driven construction that results from observing the reading process with a variety of tools, methods, disciplines, and conceptual frameworks – scientific realism goes beyond rationalism and experimentation to include studies of events and experiences, but still satisfies even the most narrow definitions of what state and national lawmakers refer to as "reliable and replicable research on reading." Each study in this volume breaks ground for a new line of reading research underpinned by the theory of reading based in scientific realism. Scientific Realism in Studies of Reading is directed to reading researchers, teacher educators, reading specialists, special educators, graduate students, and related education professionals in the disciplines of applied psycholinguistics and sociolinguistics, and is appropriate as a text for advanced courses in these areas.
Students who have completed a year of German read Brecht in their second year, those of Spanish read Cervantes. Teachers of first and second-year Japanese can often find nothing comparable. "Why aren't your students reading literature?" they are asked. "Why not Soseki? Or Murakami?" What are instructors of Japanese doing wrong? Nothing, according to the authors of this volume. Rather, they argue, such questions exemplify the gross misunderstandings and unreasonable expectations of teaching reading in Japanese. In Acts of Reading, the authors set out to explore what reading is for Japanese as a language, and how instructors should teach it to students of Japanese. They seek answers to two questions: What are the aspects of reading in Japan as manifested in Japanese society? What L2 (second-language) reading problems are specific to Japanese? In answering the first and related questions, the authors conclude that reading is a socially motivated, purposeful act that is savored and becomes a part of people's lives. Reading instruction in Japanese, therefore, should include teaching students how to work with text as the Japanese do in Japanese society. The second question relates more directly to traditional concerns in L2 reading. The authors begin with a general theory of reading. They then offer a welcome glimpse into the rich and complex perspectives-sometimes conflicting, other times symbiotic-on what reading is and how it is performed in L1 and L2, and, most importantly, on the web of interconnections between the phenomenology of reading and the demands it places on teaching approaches to reading in Japanese. With essays by Charles J. Quinn, Jr., Fumiko Harada, and Chris Brockett Foreword by J. Marshall Unger
Sharpen your students’ communication skills while integrating digital tools into writing instruction. Loaded with techniques for helping students brainstorm, plan, and organize their writing, this handbook troubleshoots issues students face when writing in a printed versus digital context and teaches them how to read in multiple mediums. You’ll find tips for sharing writing, getting interactive feedback, incorporating grammar instruction, and more.
