Literaturnachweis - Detailanzeige
Autor/inn/en | Zhang, Shuai; Wijekumar, Kausalai; Han, Bing |
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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
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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). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |