Teaching for Literacy Engagement. Viewpoint

Autor/in	Guthrie, John T.
Titel	Teaching for Literacy Engagement. Viewpoint
Quelle	In: Journal of Literacy Research, 36 (2004) 1, S.1-30 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
Schlagwörter	Stellungnahme; Reading Instruction; Reading Motivation; Student Motivation; Literacy; Reader Text Relationship; Teaching Methods; Reading Comprehension; Reading Achievement; Concept Teaching; Time on Task; Faculty Development + Suchen Sie Ihr Suchwort? Leseunterricht; Lesemotivation; Schulische Motivation; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Leseleistung; Zeitaufwand
Abstract	In our theoretical framework, reading engagement entails multiple perspectives on reading that consist of motivational dispositions, cognitive strategies, conceptual understanding, and social discourse. Possessing these attributes, engaged readers are typically higher achievers than less engaged readers, who show fewer of these qualities or less integration among them. Because engaged readers spend 500% more time reading than disengaged students, educators should attempt to increase engaged reading time by 200% -500%. This may require substantial reconfigurations of curriculum. However, engaged reading is unique because it is both an effective means to achievement (engaged students improve in reading more than disengaged students) and a valued end or educational outcome. A research gap today is the lack of refined, empirical understanding about classroom practices that promote engagement. We designed Concept-Oriented Reading Instruction (CORI) to foster engagement through conceptual themes, hands- on experiences, self-directed learning, interesting texts, classroom discourse, and time for extended reading. For professional development, we attempt to convey the experiences, theory, beliefs, performances, and texts that will enable teachers to implement and generate instruction for engaged reading and learning. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10