Literaturnachweis - Detailanzeige
| Autor/in | Cope, Jo Ann |
|---|---|
| Titel | Reading Difficult Writing Is a Problem Solving Process. |
| Quelle | (1975), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; College Instruction; Developmental Reading; Directed Reading Activity; Higher Education; Problem Solving; Reading Comprehension; Reading Development; Reading Instruction; Reading Processes; Reading Programs; Reading Research; Reading Skills |
| Abstract | A four-week course in reading comprehension which attempts to provide students with a repertoire of techniques to use when they encounter difficult reading passages is described in this paper. At the end of the course, students must demonstrate their ability to skim a short reading passage and write a one-sentence summary of its central theme and main ideas, as well as to outline the passage so that relevant details are organized to reflect the original. The course consists of two parts. In the first part, the teaching of various methods of attacking study reading is discussed. Students are taught to read for the main idea, locate topic sentences, distinguish between general and specific statements, read for paragraph structure, and practice writing concise summaries. The second part of the course consists of problem solving with difficult reading materials in order to give the students experience. The teacher guides the learner through the problem-solving process by helping the learner identify the problem and by suggesting bases for possible solutions. It is concluded that teaching problem solving develops human potential and enables individuals to maximize their skills and resources so that they can establish their independence and fulfill themselves in relation to their environment. (TS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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