Reading Deeply: Interpreting Literary Texts in Primary and Intermediate School Classrooms

Autor/in	McDowall, Sue
Titel	Reading Deeply: Interpreting Literary Texts in Primary and Intermediate School Classrooms
Quelle	In: set: Research Information for Teachers, (2022) 1, S.38-45 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0110-6376
Schlagwörter	Critical Reading; Fiction; Elementary School Students; Middle School Students; Language Arts; Reading Skills; Reading Ability; Foreign Countries; Curriculum Development; Grade 8; Student Evaluation; New Zealand + Suchen Sie Ihr Suchwort? Kritisches Lesen; Fiktion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Sprachkultur; Reading skill; Lesefertigkeit; Reading competence; Lesekompetenz; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; School year 08; 8. Schuljahr; Schuljahr 08; Schulnote; Studentische Bewertung; Neuseeland
Abstract	In this article, I describe the challenges students faced in interpreting literary--or fictional--texts in the National Monitoring Study of Student Achievement in the English learning area. I explain why it is important for students to learn how to interpret literary texts at school and consider why they might struggle with this important skill. I then describe how teachers might help students to build their interpretive capabilities. (As Provided).
Anmerkungen	New Zealand Council for Educational Research. Level 10, 178-182 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01