Literate Communication and Literacy Instruction.

Autor/in	Langer, Judith A.
Titel	Literate Communication and Literacy Instruction.
Quelle	(1986), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Basic Skills; Cognitive Development; Cognitive Objectives; Communication Skills; Daily Living Skills; Educational Change; Educational Improvement; Educational Innovation; Educational Theories; Elementary Secondary Education; Interpersonal Competence; Language Skills; Learning Strategies; Literacy Education; Social Cognition; Social Development; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Kognitive Entwicklung; Kognitives Lernziel; Kommunikationsstil; Alltagsfertigkeit; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Instructional innovation; Bildungsinnovation; Educational theory; Theory of education; Bildungstheorie; Interpersonale Kompetenz; Language skill; Sprachkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Soziale Kognition; Soziale Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The kind of literacy education currently valued in America has been ineffective in teaching more thoughtful literacy skills. A sociocognitive approach to literacy instruction focuses on developing the thinking skills that students will use as they engage in socially purposeful activities. Teachers, tests, and instructional materials in this approach emphasize not isolated bits of knowledge, but students' growing ability to use language and communication skills in more varied and reasoned ways. This approach to literacy instruction also maintains that (1) skills, structure, and routines are internalized en route to accomplishing purposeful and socially meaningful activities, and (2) the kinds of literate thinking that learners acquire is reflective of the social context in which literacy is learned. If schools are to teach higher levels of literate thinking, teachers must value and use these activities as part of the ongoing social-communicative fabric of the classroom. When this occurs, the nature of instructional activities will shift from practice to application. In addition, literacy education will change its focus from reading and writing to ways of thinking appropriate to the demands of present society. (Included are examples of instruction from a sociocognitive perspective, such as logs, letter writing, uses of language, writing a newspaper, and a prereading plan.) (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01