Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Making Use of Ideas Gleaned from Reading. |
| Quelle | (2002), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Educational Psychology; Elementary Secondary Education; Poetry; Reading Comprehension; Retention (Psychology); Student Evaluation; Teacher Role |
| Abstract | The reading teacher needs to gather information on the many ways to emphasize student comprehension and application in the reading curriculum. Tenets from educational psychology need to be followed in teaching and learning situations to assist students to achieve as much as individual abilities permit. This paper cites 10 things that the teacher should do to help students retain ideas gleaned from reading. The paper states that, from content read, students may write poetry (with teacher guidance). It describes and illustrates the types of simple rhymed verse, such as the couplet, the triplet, the quatrain, and the limerick, that students may write. In addition to rhymed verse, the paper discusses the haiku, a well known form of unrhymed poetry based on syllables, the tanka, and free verse. According to the paper, students need to use and apply what has been read, since it aids in retention with continued use, it makes learning practical, it helps to expand learning acquired to a new contextual use, it assists students to perceive value in what has been learned, and it guides students to use words in diverse kinds of written work. The paper stresses that teachers should help students use content acquired in reading by introducing new objectives, learning opportunities, and assessment procedures. It finds that, in assessing student achievement pertaining to what has been read, a portfolio may be implemented and developed. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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