Improving Literary Understanding through Classroom Conversation.

Autor/inn/en	Langer, Judith A.; Close, Elizabeth
Institution	National Research Center on English Learning and Achievement, Albany, NY.
Titel	Improving Literary Understanding through Classroom Conversation.
Quelle	(2001), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Stellungnahme; Classroom Communication; Classroom Research; Classroom Techniques; Elementary Secondary Education; Learning Strategies; Reading Difficulties; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassengespräch; Klassenführung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Reading difficulty; Leseschwierigkeit
Abstract	Why is it important to teach literary understanding? It is through reading, thinking, and discussing literature that students find alternative ways to gain knowledge and solve problems. Through sharing of understandings, they learn not only important content but also cognitive, critical, and social strategies needed for success in academic courses, work, and life. Living through a literary experience involves exploring meanings, interpretations, and perspectives while maintaining an openness to future possibilities. Intended for teachers and administrators, this booklet draws on the findings of the original study and the many publications it produced. The booklet begins with several short sections that provide background about the study's conclusions and mention some potential classroom strategies. The booklet's second half is devoted to actual classroom examples accompanied by explanations of how they illustrate the findings and the strategies. The booklet is divided into the following sections: Why Literature; Introduction; Building Envisionments; Enriching Literary Understanding; Supporting Envisionment Building; Including Struggling Readers in an Envisionment-Building Classroom; Instructional Scaffolding for Thinking and Discussing; Supporting Discussions That Develop and Extend Student Thinking; and More about Strategies To Improve Literary Understanding. (NKA)
Anmerkungen	National Research Center on English Learning and Achievement, University at Albany, State University of New York, 1400 Washington Avenue, Albany, NY 12222. Tel: 518-442-5026; Fax: 518-442-5933; e-mail: cela@csc.albany.edu; Web site: http://cela.albany.edu.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC