Literaturnachweis - Detailanzeige
| Autor/inn/en | Scott-Evans, Andy; Crilley, Ken; Powell, Ed |
|---|---|
| Titel | A Critical Study of Effective Ways to Teach Instructional Texts |
| Quelle | In: Education 3-13, 32 (2004) 1, S.53-60 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0300-4279 |
| Schlagwörter | Literacy Education; Action Research; Foreign Countries; Teachers; Television; Students; Primary Education; Writing (Composition); Investigations; Writing Instruction; Student Motivation; English Instruction |
| Abstract | Primary school teachers in England are increasingly pressurised to teach literacy following structures and programmes, making sure pupils are confident with a range of genres before they reach secondary school. However, there is a need to find successful ways in which genre can be taught in authentic contexts where teachers and students feel confident and learning can build upon previous experiences. This piece of classroom-based action research investigates the teaching of instructional writing using television and writing frames. Its findings reveal the importance of negotiating writing frames with pupils rather than imposing them, as has often become the practice in England since their promotion in the National Literacy Strategy. It also found that the television provided an authentic context for literacy. Authentic contexts are considered in detail and are described as a valuable and motivational influence on children's learning. (Contains 3 figures.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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