Literaturnachweis - Detailanzeige
| Autor/in | Jeremiah, Milford A. |
|---|---|
| Titel | Extending the Boundaries of College Reading Programs. |
| Quelle | (1991), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Leitfaden; Unterricht; Lehrer; Class Activities; Course Content; Higher Education; Memory; Neuropsychology; Perception; Remedial Reading; Vision |
| Abstract | The current uniform content of college reading programs can be expanded to include insights from other disciplines, specifically those areas of instruction which pertain to the neuropsychological mechanisms governing behavior, especially language behavior. There are several reasons for expanding the boundaries of college reading programs to include a neuropsychological perspective: (1) a reading program incorporating this added dimension provides students with a view of reading instruction different from what they perceive it to be; (2) students are able to bring prior experiences to substantiate classroom instruction; (3) teachers can point out the interconnections among disciplines; and (4) students engage in discussion beyond the allotted time for classroom instruction on issues raised. Memory, sensation/perception, and vision are three areas of instruction that could be added to existing college reading programs. A series of simple classroom activities involving memory, sensation/perception, and vision can add dimension to college reading programs and provide insights into reading instruction and into activities of students' daily lives. Ninety students enrolled in three sections of a college reading course incorporating neuropsychology left the course with the impression that reading was more than mastery of new or unfamiliar words or the ability to recast an author's message. Instead, the students saw reading as a combination of theoretical issues and their application to everyday academic and personal experiences. (Twenty-seven references are attached.) (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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