Literaturnachweis - Detailanzeige
| Autor/in | Graff, Nelson |
|---|---|
| Titel | Approaching Authentic Peer Review |
| Quelle | In: English Journal, 98 (2009) 5, S.81-87 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-8274 |
| Schlagwörter | Protocol Analysis; Peer Evaluation; Reading Instruction; Writing Instruction; Reading Comprehension; Reading Strategies; Revision (Written Composition); Classroom Techniques |
| Abstract | Some scholars writing about improving students' reading and integrating reading and writing instruction suggest using think-aloud techniques to teach students reading comprehension skills. Using think-alouds to teach reading comprehension and then the read-aloud protocol technique (which is based on think-alouds) for peer review has two major benefits for students: (1) because students practice thinking aloud with published texts before they do so with each other's texts, they build the habit of thinking aloud to understand rather than to "fix"; and (2) because students return during peer review to explicit reading strategies, they become more strategic readers. In this article, the author describes using think-aloud protocol strategies across literacy instruction to improve peer review and help students develop critical skills that inform revision of their own texts. Specific classroom practices are described in detail. (Contains 1 figure and 3 notes.) (ERIC). |
| Anmerkungen | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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