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 27
... understanding the context of discourse , particularly the situation , may facilitate development in general as well as reading development . Having a context for discourse suggests that the basic content and language of the text is ...
... understanding the context of discourse , particularly the situation , may facilitate development in general as well as reading development . Having a context for discourse suggests that the basic content and language of the text is ...
Página 32
... UNDERSTANDING AND EXPRESSION OF THOUGHT AND EMOTION The previous section focused on the context of discourse . This section focuses on the understanding and expression of thought and emotion by identifying two categories of understanding ...
... UNDERSTANDING AND EXPRESSION OF THOUGHT AND EMOTION The previous section focused on the context of discourse . This section focuses on the understanding and expression of thought and emotion by identifying two categories of understanding ...
Página 66
... understanding of reading comprehension has been guided by several significant questions about the relationships of the reader and the text , the role of prior knowledge in comprehension , the place of inference , and the skills to be ...
... understanding of reading comprehension has been guided by several significant questions about the relationships of the reader and the text , the role of prior knowledge in comprehension , the place of inference , and the skills to be ...
Índice
A Conceptual Framework for Understanding Literacy | 1 |
Understanding Literacy | 12 |
The Outcomes of Literacy | 21 |
Direitos de autor | |
6 outras secções não apresentadas
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 |