Pre-Reading Power: One Classroom's Experience

Autor/inn/en	Thomas, Angela Falter; Vannatta Reinhart, Rachel
Titel	Pre-Reading Power: One Classroom's Experience
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87 (2014) 6, S.264-269 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2014.953022
Schlagwörter	Classroom Techniques; State Standards; Language Arts; Prior Learning; Visual Literacy; Drama; Experimental Groups; Control Groups; Comprehension; Critical Viewing; Teaching Methods; Questionnaires; Comparative Testing; Teaching Experience; Gender Differences; Grade 6 + Suchen Sie Ihr Suchwort? Klassenführung; Sprachkultur; Vorkenntnisse; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Schauspiel; Verstehen; Verständnis; Fernsehkritik; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Geschlechterkonflikt; School year 06; 6. Schuljahr; Schuljahr 06
Abstract	Because of the Common Core State Standards there is a renewed emphasis on the importance of visual literacies in today's classrooms. Students need prior knowledge before approaching these types of texts. This article describes the results of one 6th-grade language arts class's engagement in pre-reading prior to viewing a theatrical performance. The study examined whether obtaining background knowledge through print can be used effectively to increase the knowledge of drama, visual literacy, and nonprint text. The study utilized an experimental control-group design; t-test results revealed that using pre-reading as a comprehension strategy is more effective than just viewing drama. In addition, factorial ANOVA results showed that the treatment did not signficantly interact with reading ability or gender. Overall, this 6th-grade class's comprehension skills were enhanced with the help of pre-reading. This study indicates that pre-reading is a powerful strategy that can build background knowledge and ultimately increase comprehension of visual literacy for all students, and it and offers insight for a larger study. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10