In the Age of Analytic Reading: Understanding Readers’ Engagement with Text by Colleen Pennell



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teaching analytic reading 1

Pause and Ponder

  1. Examine the CCSS. What standards did this intervention address?

  2. What philosophical questions could you pose after a read aloud?

  3. Why is “discourse training” a critical component of philosophical discussions?

Bibliography

Alexander, R. (2009). Towards dialogic teaching: Rethinking classroom talk (4th ed.). Thirsk: Dialogos.

Bakhtin, M. M. (1986). Speech genres and other late essays. (Y. McGee, Trans.). Austin, TX: University of Texas Press.

Banks, J. C. R. (1987). A study of the effects of the critical thinking skills program, philosophy for children, on a standardized achievement test. Unpublished doctoral dissertation, Southern Illinois University, Edwardsville.

Beers, K. & Probst, R. (2012). Notice and Note: Strategies for Close Reading. Portsmouth, NH: Heinneman.

Bressler, C. (2007). Literacy criticism: An introduction to theory and practice. Upper Saddle River, NJ: Prentice Hall.

Catts, H., Fey, M.E., Tomblin, J.B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142-1157.

Chamberlain, M. A. (1993). Philosophy for children program and the development of critical thinking of gifted elementary students. (Doctoral dissertation). University of Kentucky, Lexington.

Coleman, D. (2011, April 28). Bringing the Common Core to life. Presentation made in Albany, NY. Retrieved from New York State Education Department website: http://usny.nysed.gov/rttt/docs/bringingthecommoncoretolife/part6transcript.pdf

Coleman, D., & Pimentel, S. (2012). Revised publishers' criteria for the Common Core State Standards in English language arts and literacy, grades 3–12. Retrieved from the Common Core Standards Initiative website: www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf

Dawes, L. (2008). The essential speaking and listening. Talk for learning at key stage 2. New York, NY: Routledge.

Johnston, P. (2012). Opening minds: Using language to change lives. Portland, ME: Stenhouse.

Johnston, P. H., Woodside-Jiron, H., & Day, J. (2000). Teaching and learning literate epistemologies. Albany, NY: National Research Center on English Learning & Achievement, State University of New York at Albany.

Goodnough, A. (2010, April 16). The examined life, age 8. New York Times. Retrieved from http://www.nytimes.com/2010/04/18/education/edlife/18philosophy-t.html?_r=1&ref=mountholyokecollege

Gregory, M. (2008). Philosophy for children: Practitioner handbook. Montclair, NJ: Institute for the Advancement of Philosophy for Children, Montclair State University.

Leslie, L., & Caldwell, J. (2011). Qualitative reading inventory 5. New York: Pearson Education.

Lipman, M., & Sharp, A. M. (1984). Looking for meaning: Instructional manual to accompany Pixie. New York, NY: University Press of America.

Lipman, M. (1998). Teaching students to think reasonably: Some findings from the Philosophy for Children program. The Clearing House, 71(5), 277–280.

Mercer, N. (2000). Words and minds: How we use language to think together. New York: Routledge Michaels, S., O’Connor, M. C., Hall, M. W., & Resnick, L. (2010). Accountable talk sourcebook: For classroom conversation that works (version 3.1). Pittsburgh, PA: University of Pittsburgh.

Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice 31(2), 132-141.

Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., Hennessey, M. N., & Alexander, J. F. (2009). Examining the effects of classroom discussion on students’ high-level comprehension of text: A meta-analysis. Journal of Educational Psychology, 101(3), 740–764.

Murris, K. S. (2008). Philosophy with children, the stingray and the educative value of disequilibrium. Journal of Philosophy Education, 42(3–4), 667–685.

Nystrand, M., Gamoran, A., Kachur, R., & Prendergast, C. (1997). Opening dialogue: Understanding the dynamics of language and learning in the English classroom. New York: Teachers College Press.

O’Connor, C. & Michaels, S. (2007). When is dialogue ‘dialogic’?. Human Development. 50, 275-285.

Resnick, L., Pontecorvo, C., Säljö, R., & Burge, B. (1997) ‘Discourse, Tools, and Reasoning’. In L. Resnick, R. Säljö, C. Pontecorvo, & B. Burge (Eds). Discourse, tools, and reasoning: Essays on situated cognition. Berlin: Springer.

Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.

Rosenblatt, L. (2004). The transactional theory of reading and writing. In R. B. Ruddell & N. J. Unrau (Eds.), Theoretical models and processes of reading (pp. 1363-1398). Newark, DE: International Reading Association.

Soter, A., Wilkinson, I., Murphy, K., Rudge, L., & Reninger, K. (2006). Analyzing the discourse of discussion: Coding manual. The Ohio State University and Pennsylvania State University.

Shanahan, T. (2012, July 12). Planning for close reading [blog post]. Retrieved from http://www.shanahanonliteracy.com/2012/07/planning-for-close-reading.html

Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.

Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky: Vol. 1: Problems of general psychology. New York: Plenum.

Wartenberg, T. (2009). Big ideas for little kids: Teaching philosophy through children’s literature. Lanham, MD: Rowman & Littlefield.

Wells, G. (1990). Creating the conditions to encourage literate thinking. Educational Leadership, 47(6), 13–17.

Literature Cited

Button, L., & Howells, T. (2010). Willow's whispers. Toronto: Kids Can Press.

Lionni, L. (1959). Little Blue and Little Yellow. New York, NY: McDowell, Oblensky.



Lobel. A. (1970). Frog and Toad are friends. New York, NY: Harper Row.

Lobel, A. (1971). Frog and Toad together. New York, NY: Harper Collins.
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