Reading in a New Age: How Do Students Read Assignment Prompts?

Autor/in	Horne, Miriam
Titel	Reading in a New Age: How Do Students Read Assignment Prompts?
Quelle	In: International Journal of Teaching and Learning in Higher Education, 33 (2022) 2, S.235-241 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Reading Assignments; Cues; Oral Reading; College Students; Reading Processes; Protocol Analysis + Suchen Sie Ihr Suchwort? Stichwort; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Collegestudent
Abstract	This SoTL-driven study used Read Aloud Protocols (RAPs) to explore the question, how do students read assignments? Reading theory suggests that students will draw on schema in order to make sense of what they are reading. This study explored the strategies that students used to read and interpret an assignment and examined the ways that schema contributed to their understanding of the prompt. Participants in a second-year college class focused on interdisciplinary liberal arts read an assignment aloud and articulated their thought processes as they recorded themselves. Results suggest that students limit themselves to the most easily accessible schema rather than reaching for more depth from less immediate schema. This finding has bearing for faculty in how they construct their assignments and the assumptions they make about what students bring to an assignment. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01