Literaturnachweis - Detailanzeige
Autor/in | Willingham, Daniel T. |
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Titel | How to Read Difficult Books: A Guide for High School and College Students |
Quelle | In: American Educator, 47 (2023) 2, S.28-33 (6 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0148-432X |
Schlagwörter | High School Students; College Students; Reading; Difficulty Level; Textbooks; Reading Strategies |
Abstract | Coordinating meaning across sentences is crucial to reading comprehension, because sentences can take on quite different meanings depending on the surrounding context. The same need applies in a far more complex way when reading textbooks. Writers organize the material hierarchically, so readers often need to connect what they're reading now to something they read a few pages ago. But readers expect a simple format, since people first learn to read storybooks. Stories are easy to understand because the structure is simple and linear: A causes B, which causes C, and so on. Textbooks' hierarchical format and content are more challenging, so one shouldn't sit down to read a textbook and expect that the author will make the job easy. There needs to be a different approach to reading such content. This article provides tips for reading carefully, both to learn now and to develop the knowledge, skills, and habits that will make one a successful reader in the future. (ERIC). |
Anmerkungen | American Federation of Teachers, AFL-CIO. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4420; e-mail: ae@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |