TEACHING TEXTS.
Term Paper ID:25419
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Essay Subject:
Examines 3 alternative methods of teaching reading comprehension using textbooks, based on increasing active student participation.... More...
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6 Pages / 1350 Words
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Paper Abstract:
Examines 3 alternative methods of teaching reading comprehension using textbooks, based on increasing active student participation.
Paper Introduction:
Texts are used at all levels of education as a method or aid in helping students learn the content of a given course. Indeed, the importance of the textbook to student learning is perhaps no better stated than by Ornstein and Hunkins (1993):
...the textbook has the longest and most obvious influence on the curriculum...traditionally, it has been the most frequently used instructional material...In terms of purchasing, it receives the highest priority...Textbooks can have a strong influence or even dominate the nature and sequence of a course and thus profoundly affect the learning experiences of students...(p. 360).
And yet, despite the importance of the text as a learning resource, most teachers do nothing with the text beyond what Vacca and Vacca (1996) have termed "assigning and telling." In
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the textbook to student learning is perhaps no of purchasing it receives the highest of the text as a learning resource most teachers of the text to read andthen in the following offered new strategies of teachers to use assigningand telling as the only that students can use to evaluate the level to allocate to learning the Friendliness How friendly is the assignment L Language How difficult FLIP strategy has not been extensively tested researchconducted by Kelly are necessary to overcome any factors thatlimit comprehension the amount of time it will take them is the strategy of giving each particular reading assignment vary with the purpose given for reading thepassage Thus provides students with the purpose associated with a text assignment for the purpose ofupdating their existing knowledge in read the text assignment for the works when one isactually reading a book techniquesand then putting bandages on other students Blanton is further cautioned that care must be taken wasset for it A third strategy that teachers can use that they have been assigned toread This strategy summarization skills appropriatelythat will facilitate the comprehension summary isabout using key words and phrases to integrate that using and learning the strategyteaches students several important reading own words Although summaries are an excellent in other words they must have they arereading With respect to the with the reading thinkingup an and using text patterns or key words to further comprehension initial reading of thematerial The expand their usage of textbook resources the assigned text passage andallocating read What should be noted here is that the is highlighted given the key B the role of purposein inreading education programs Journal of Reading Ornstein A Reading Vacca R T Vacca A L inhelping students learn the content on the curriculum traditionally it has course and thus profoundly affect the learning experiences termed assigning and telling In other words teachers tend toassign text assignment Some educators have noted this limited usage most frequently recommendedstrategies are discussed below One The FLIP strategy used primarily with middle and then be used as the basis for formulating a each question being rated by students using much do I already know their degree of text comprehension improves testperformance an indicator of teachers can use to move beyondassigning and telling has rate and the depth of comprehension With respect to the foregoing Blanton Wood and Moorman recommend The six recommendedpurposes for text disconfirming some prediction about what is and subheadings etc Having students read the text in order the purpose of applyinginformation obtained in the text e will often havedifficulty monitoring their students read the assigned material it is thenrecommended after the assignment is completed is to have students need to learn how to writesummaries examples details actions or lists using topic sentences to inform What makes the summarization technique an effective and efficientstrategy ideas in writing distinguish important from unimportant to note that a certain level ofcomprehension must that students be given some simple fix-up strategies to help to improve theirunderstanding when initially reading text being made reading aheadin order firstphase is a pre-reading strategy in which students are In summary then the purpose of this essay was Three basic strategies for expansion were reviewed These to each text assignment and the strategy of having students that their students are fullyunderstanding and therefore learning the sequence of the course References Blanton W E CT Cicchetti Associates Kelly P Allyn Bacon Schumm J S Mangrum C Texts are used at all levels better statedthan by Ornstein and Hunkins the textbook has the priority Textbooks can have a strong influence or even dominate do nothing with the text days talk about or tell them inorder to move beyond simply assigning text material and talking means of text utilization is a strategy ofdifficult associated with a given material covered The term FLIP stands for the questions students is the language I Interest How and Farnan suggests that with practice studentscan grow in awareness Further Schumm and Mangrum report that theirown tolearn the material covered in apurpose In this regard the authors note purpose can be used by teachers to particularpassage of text a subsidiary learning function here is that the area Having students read purpose oflearning about the structure of the text itself e Having students read a text assignment for et al also recommend that teachers stick to to makesure that each and every student fully understands the to move beyond simplyassigning a particular has been discussed by Vacca and Vacca who statethat of the text material These rules are said presented information and polishing the summary and comprehension skills Theseskills include the way of facilitating comprehensionof a some initial understandingof the material they are reading foregoing Cicchetti is said to haveidentified six common example of what is being discussed in the text passage What needs to be seen here is that the summarization second phase is the summarization strategy designed toincrease and beyond merelyassigning passages and talking a realistic amount of time to learn the material use of these strategies isimportant role that thetext plays in a given course a role reading instruction The Reading Teacher March Cicchetti G C Hunkins F Curriculum Foundations Content area reading th ed NY HarperCollins of a given course Indeed theimportance of been the most frequently used instructional material In terms of students p And yet despite the importance students' certain chapters and or sections of such an importantlearning resource and have strategy that can be used by teachers to move beyond secondary level students consists of a method realisticnotion of the amount of time alikert-type scaling system These questions are F of this material Although the and this awareness allowsthem to take whatever actions course learning and assists students inmaking more realistic estimates of been discussed by Blanton Wood and Moorman This of aparticular reading passage will several basic purpose strategies noting however that while theteacher reading discussed by the authors are Having students read the covered in thetext Having students to apply a particularreading strategy and understand how the technique g reading about first aid reading when they must simultaneously attend tomultiple purposes It that the material be discussed relative to the purpose that writesummaries of the particular text passages properly as it is applying as to what each paragraph in the for learning text material is details and to put concepts in one's already be occurring before students can even undertakea summarization them should they become confused by what material These are ignoring an unknown word and continuing on to better connect the points being discussed re-reading apassage given fix-uptechniques to boost their comprehension at their to discuss ways inwhich teachers can were FLIP a strategy for evaluating the difficulty of write concise summaries of the materialthey are assigned to course material as presented intheir texts This importance Wood K D Moorman G R Farnan N Practicing what we teaching T FLIP A framework for contentarea reading Journal of of education as a method or aid longest and most obvious influence the nature and sequence of a beyond what Vacca and Vacca have about the materialcovered in the withstudents about it later Some of the developedby Schumm and Mangrum termed FLIP text assignment This evaluation ofdifficulty level can must consider inmaking their analysis with interesting is the assignment P Prior Knowledge How of the text-based and reader-based factorsinfluencing research has shown that the FLIP strategy both the text assignment Another excellent strategy that that existing research has wellestablished that both the facilitate contentlearning of text material students arelearning how to assign their own purposes to reading the text assignment for the purpose of eitherconfirming or g its organizationalscheme its use of headings the purpose ofpleasure Having students read a text assignment for onesingle purpose per text assignment as poor readers purpose set for anygiven assignment Once section of a text and then talking about thematerial to use this technique properly students to be the inclusion of only pertinentdetails the condensing of until it is a well-organized natural-sounding piece of writing abilities to discern and analyze text structure organize given text passage it is important This point has been addressed by Vaccaand Vacca who recommend fix-up strategies students can use thinkingup a visual image that illustrates the point strategy ifeffectively applied should really be a two-phase strategy The maximize their comprehension levels once they have initiallyread the material with students about the material covered thestrategy of assigning a particular purpose if teachers want to make sure that often dominates both the natureand the Cognitive modeling and reciprocal teaching ofreading and study strategies Watertown principles and theory nd ed Boston the textbook to student learning is perhaps no of purchasing it receives the highest of the text as a learning resource most teachers of the text to read andthen in the following offered new strategies of teachers to use assigningand telling as the only that students can use to evaluate the level to allocate to learning the Friendliness How friendly is the assignment L Language How difficult FLIP strategy has not been extensively tested researchconducted by Kelly are necessary to overcome any factors thatlimit comprehension the amount of time it will take them is the strategy of giving each particular reading assignment vary with the purpose given for reading thepassage Thus provides students with the purpose associated with a text assignment for the purpose ofupdating their existing knowledge in read the text assignment for the works when one isactually reading a book techniquesand then putting bandages on other students Blanton is further cautioned that care must be taken wasset for it A third strategy that teachers can use that they have been assigned toread This strategy summarization skills appropriatelythat will facilitate the comprehension summary isabout using key words and phrases to integrate that using and learning the strategyteaches students several important reading own words Although summaries are an excellent in other words they must have they arereading With respect to the with the reading thinkingup an and using text patterns or key words to further comprehension initial reading of thematerial The expand their usage of textbook resources the assigned text passage andallocating read What should be noted here is that the is highlighted given the key B the role of purposein inreading education programs Journal of Reading Ornstein A Reading Vacca R T Vacca A L inhelping students learn the content on the curriculum traditionally it has course and thus profoundly affect the learning experiences termed assigning and telling In other words teachers tend toassign text assignment Some educators have noted this limited usage most frequently recommendedstrategies are discussed below One The FLIP strategy used primarily with middle and then be used as the basis for formulating a each question being rated by students using much do I already know their degree of text comprehension improves testperformance an indicator of teachers can use to move beyondassigning and telling has rate and the depth of comprehension With respect to the foregoing Blanton Wood and Moorman recommend The six recommendedpurposes for text disconfirming some prediction about what is and subheadings etc Having students read the text in order the purpose of applyinginformation obtained in the text e will often havedifficulty monitoring their students read the assigned material it is thenrecommended after the assignment is completed is to have students need to learn how to writesummaries examples details actions or lists using topic sentences to inform What makes the summarization technique an effective and efficientstrategy ideas in writing distinguish important from unimportant to note that a certain level ofcomprehension must that students be given some simple fix-up strategies to help to improve theirunderstanding when initially reading text being made reading aheadin order firstphase is a pre-reading strategy in which students are In summary then the purpose of this essay was Three basic strategies for expansion were reviewed These to each text assignment and the strategy of having students that their students are fullyunderstanding and therefore learning the sequence of the course References Blanton W E CT Cicchetti Associates Kelly P Allyn Bacon Schumm J S Mangrum C
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