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This paper reviews nine principles regarding the reading process, and six scaffolds for teaching students to read, and then suggests a specific developmental reading program for a learning center built upon this knowledge. It is generally accepted that four factors interact to form the reading/learning process: (1) Material; (2) Self; (3) Strategy; and (4) Task. These four factors are depicted in a tetrahedral model, with self at the apex. In Schema theory, the effect of a reader's background knowledge on reading comprehension is considered. Limited background knowledge can manifest in limited word recognition, limited vocabulary development, affective issues, and response to material factors of the text. The author argues that reading in a study situation is as much a strategic process as it is a comprehending process. Research indicates that successful readers have metacognition of the elements of the reading process, while unsuccessful readers do not. Mapping, note taking, and summarizing are effective ways of helping students develop metacognitive ability. This paper delineates the following scaffolds for use in a learning assistance center: (1) Assessment Scaffold; (2) Metacognitive Scaffold; (3) Instructional Scaffold; (4) Strategy Scaffold; (5) Writing Scaffold; and (6) Technology Scaffold. (Contains 4 figures and 105 references.) (NB)

Descriptors: Ancillary School Services, College Students, Community Colleges, Learning Strategies, Literacy Education, Metacognition, Reading Comprehension, Reading Instruction, Reading Strategies, Study Skills, Two Year Colleges











Autor: Caverly, David

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7461&id=ED478373



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