Literaturnachweis - Detailanzeige
| Autor/inn/en | Zhang, Shuai; Wijekumar, Kausalai; Han, Bing |
|---|---|
| Titel | An Analysis of Grade 4 Reading Textbooks Used in Mainland China: Do the Texts and Activities Support Higher Order Reading Comprehension Skills? |
| Quelle | In: Technology, Knowledge and Learning, 26 (2021) 2, S.251-291 (41 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Zhang, Shuai) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2211-1662 |
| DOI | 10.1007/s10758-021-09504-7 |
| Schlagwörter | Foreign Countries; Grade 4; Textbooks; Reading Instruction; Textbook Content; Textbook Evaluation; Reading Comprehension; Word Recognition; Learning Activities; Reading Skills; China |
| Abstract | The current study focused on the required Grade 4 reading textbooks published by Mainland China's People's Education Press. Using the construction-integration model (C-I; Kintsch in Psychol Rev 95:163-182, 1988; Discourse Process 39:125-112, 2005) as the theoretical framework, we analyzed the texts and activities in the textbooks on the following domains: (1) genre, (2) top-level structure (TLS), the C-I model activated in a (3) passage comprehension and (4) a word comprehension activity, and (5) whether the activities addressed the TLS to help students integrate prior knowledge under appropriate schemata. Our results suggested that among the 63 texts, only 2 had a comparison text structure. Also, only 20% of the 125 activities addressed a situation model of comprehension. Moreover, only 10 word comprehension activities were included in the textbooks (five promoted word comprehension in a situation model). Lastly, while many texts contained a problem and solution or cause and effect structure, most activities did not help students to identify the correct TLS. Therefore, the textbook design was not aligned with the C-I theory to promote higher-order reading comprehension skills. We suggested that textbook designers should consider a balanced representation of different TLSs, and teachers need to provide other activities that can guide students to comprehend a word and text in a TLS-appropriate situation model. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
