Beyond the Literal Level.

Autor/in	Otey, Jerry A.
Titel	Beyond the Literal Level.
Quelle	(1991), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Class Activities; Classroom Techniques; Community Colleges; Critical Reading; Developmental Studies Programs; Directed Reading Activity; Discussion Groups; High Risk Students; Instructional Innovation; Learning Strategies; Reading Aloud to Others; Reading Assignments; Reading Improvement; Reading Instruction; Reading Programs; Remedial Reading; Teaching Methods; Two Year College Students; Two Year Colleges + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Community college; Community College; Kritisches Lesen; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Problemschüler; Educational Innovation; Bildungsinnovation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Leseunterricht; Leseförderung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Drawing on methods currently employed at St. Philip's College (San Antonio, Texas), this paper describes six strategies for teaching critical reading skills to developmental students. For each of the methods presented, relevant resources are cited, a step-by-step instructional approach is provided, and the purpose and goals of the specific strategy are reviewed. In the first method described, students listen to an old radio show audio tape up to a point just prior to plot resolution. Students then write their own predicted ending, individually or in pairs. In the second method, students briefly preview short stories individually and then divide into small groups to read the sections aloud to each other, stopping at points to discuss where the story is headed. In the third approach, students read the title, introductory paragraphs, subheadings, and conclusions of a selected piece. They then write an organizing paragraph to help them focus during a subsequent reading. In the fourth approach, a chapter from a general education text is divided into sections by subheadings. Students then work in groups to analyze one particular section. The students discuss their section in depth before the class, and then return to the smaller groups to discuss the entire chapter. The fifth approach utilizes vocabulary lists or lists of roots and affixes. Students write synonyms or words from the same root, pair up to consolidate lists, and then share these lists with the class. In the final strategy, students re-write textual paragraphs in their own words, using transitional words to combine sentences. Students then transpose the closing thought from the original paragraph to the beginning of their own paragraph. (PAA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC