Evaluative Reading and Literacy: A Cognitive ViewAllyn and Bacon, 1994 - 142 páginas This book emphasizes the importance of evaluating what we read and the crucial connection between our judgment of text and the concept of literacy developed in this book. The first part of the book examines literacy and its relationship to reading evaluatively by developing these concepts: first, in relation to the qualitative aspects of literacy. The second part of the book focuses on the reader and guidelines for learning, instruction, and assessment. |
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Página 9
... means per- forming the tasks to be done and finding new initiatives to improve the work at hand . What Does It Mean to Take Responsibility for Fostering Literacy ? Taking responsibility in building society means finding out what you ...
... means per- forming the tasks to be done and finding new initiatives to improve the work at hand . What Does It Mean to Take Responsibility for Fostering Literacy ? Taking responsibility in building society means finding out what you ...
Página 54
... means a reader must look closely at the text and the message , yet maintain both emotional and intellectual detachment . Displaying maturity in reading means examining text systematically with specified criteria as well as adjusting for ...
... means a reader must look closely at the text and the message , yet maintain both emotional and intellectual detachment . Displaying maturity in reading means examining text systematically with specified criteria as well as adjusting for ...
Página 78
... means being open . It means thinking about the author's message before making a judgment or drawing a conclusion . It means letting your guard down on sensitive topics , or keeping your guard up when evaluating seemingly straightforward ...
... means being open . It means thinking about the author's message before making a judgment or drawing a conclusion . It means letting your guard down on sensitive topics , or keeping your guard up when evaluating seemingly straightforward ...
Índice
A Conceptual Framework for Understanding Literacy | 1 |
Understanding Literacy | 12 |
The Outcomes of Literacy | 21 |
Direitos de autor | |
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Palavras e frases frequentes
active attitudes and dispositions author's B. F. Skinner behavior behaviorist bias chapter Cognitive Psychology cognitive view Cognitivists component comprehension and evaluation concept of literacy conceptual framework context of discourse Convergent Thinking criteria critical literacy decisions derived outcomes discussion divergent thinking emotional evaluation of text evaluative reader Figure focus focused formalist functional literacy functionalist IDEA BOX influence INSTRUCTIONAL GOAL intellectual abilities interaction judgment kind of literacy learner learning and instruction literacy education literacy model logical long-term memory mature reader means message evaluation message extraction model of reading motivation one's outcomes of literacy person perspective point of view presented problem psychology purpose reading comprehension reading evaluatively recognize relationships responses schemas selection semantic semantic differential situation social specific spheres of literacy stage Step strategies structure synthesis taxonomy themes thinking thought topic understanding values vantage points view of literacy writing
Referências a este livro
From Reader to Reading Teacher: Issues and Strategies for Second Language ... Jo Ann Aebersold,Mary Lee Field Pré-visualização indisponível - 1997 |
The Politics of Inclusion: Preparing Education Majors for Urban Realities Barry Kanpol Visualização de excertos - 2005 |