In the Age of Analytic Reading: Understanding Readers' Engagement with Text

Autor/in	Pennell, Colleen
Titel	In the Age of Analytic Reading: Understanding Readers' Engagement with Text
Quelle	In: Reading Teacher, 68 (2015) 4, S.251-260 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1292
Schlagwörter	Reader Text Relationship; Reading; Reading Skills; Reading Strategies; Reading Instruction; State Standards; Program Descriptions; Grade 3; Males; Reading Difficulties; Discussion Groups; Discussion (Teaching Technique); Intervention; Discourse Analysis; Readability; Experiential Learning + Suchen Sie Ihr Suchwort? Leseprozess; Lesen; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Leseunterricht; School year 03; 3. Schuljahr; Schuljahr 03; Male; Männliches Geschlecht; Reading difficulty; Leseschwierigkeit; Diskursanalyse; Lesbarkeit; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	Teaching children to inquire, discuss ideas, and defend thinking about a literary text is a key aim of the common core state standards (CCSS). This article describes how four third-grade, male struggling readers successfully co-constructed meaning during a discussion based reading intervention rooted in philosophical inquiry. Three elements that guided reading development are closely examined: dialogic discourse, the fluidity of the text, and reader's experiential knowledge. In the age of the CCSS, considerations for transactional reading theory and dialogic teaching are discussed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10