Improving Student Reading Comprehension through Editorship

Autor/inn/en	Higley, Corrine; Elliott, Kevin C.; Cheruvelil, Jubin
Titel	Improving Student Reading Comprehension through Editorship
Quelle	In: Teaching in Higher Education, 25 (2020) 2, S.174-188 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Higley, Corrine) ORCID (Elliott, Kevin C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2018.1553030
Schlagwörter	Reading Comprehension; Reading Improvement; Editing; Critical Reading; Role Playing; Questioning Techniques; Instructional Effectiveness; Textbooks; Self Concept; Cognitive Ability; Reading Assignments; Teaching Methods; College Freshmen; College Seniors; Preferences + Suchen Sie Ihr Suchwort? Leseverstehen; Redaktion; Textbearbeitung; Kritisches Lesen; Rollenspiel; Befragungstechnik; Fragetechnik; Unterrichtserfolg; Textbook; Text book; Schulbuch; Lehrbuch; Selbstkonzept; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Studienanfänger; College; Colleges; Senior; Hochschule; Fachhochschule
Abstract	Course readings play a crucial role in many college courses, but students often struggle to comprehend this material. Building on evidence that students benefit from playing the role of an editor when reading each other's writing, this exploratory study investigated whether they benefit from taking the same editorial stance to assigned readings. Students in three courses (two freshman and one senior-level course) were assigned two ways of engaging with their textbooks: a question-answering approach and an editing approach. Students were surveyed to identify their perceived learning and enjoyment for each approach, and a subset of students were interviewed to obtain further information about their experiences. The results suggest that students tend to have more positive attitudes toward answering questions than editing, but many students found the editing approach to be helpful for their learning. The results indicate that the editing approach may be more helpful when students are better prepared. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01