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Author: Ghazali Mustapha
Publisher: Partridge Publishing Singapore
ISBN: 154374558X
Category : Education
Languages : en
Pages : 239
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Book Description
Teachers are constantly seeking ways to improve their teaching and thereby enhance the learning of their students. One method of doing this is to bring critical and creative thinking skills to the forefront of the curriculum. This has been emphasized by the Malaysian Ministry of Education via the KBSM syllabus in order to teach critical and creative thinking by considering the use of programs like Bloom’s taxonomy of educational objectives in classroom practice. This study demonstrates how the higher-order skills can be integrated into the secondary school reading curriculum. The main aim of the study is to investigate how teachers design reading comprehension questions (RCQs) and reading comprehension tasks (RCTs) in relation to the demands of higher-order thinking to produce students with critical minds. It focuses primarily on the use of COGAFF taxonomy (a cognitive-affective taxonomy adapted from Bloom’s and Krathwohl’s) to formulate higher-order reading questions and tasks as a means to develop critical and creative thinking skills. In a pilot study in Britain (with forty Malaysian teachers) and in the main field study in Malaysia, 150 subjects (teachers and student teachers) have yielded about one thousand RCQs and one thousand RCTs. In line with many research findings of question and task design, 91.2% of the RCQs and 83.6% of RCTs produced during the pretest were of low-order types. Subjects attended a workshop emphasizing question and task designing using the COGAFF taxonomy. Dramatically, during the posttest, 74.4% of the RCQs and 80.6% of the RCTs were transformed into higher-order inferential forms. The other major thrust of the study is to demonstrate how higher-order questions can be used to design equally higher-order tasks that can be utilized as a thinking skills approach in the teaching of reading comprehension lessons in secondary schools. Thinking tools and strategies as suggested by Beyer, Guilford, Gardner, and several others and their implications for the teaching of reading comprehension and training of teachers in Malaysia are also discussed.
Author: Ghazali Mustapha
Publisher: Partridge Publishing Singapore
ISBN: 154374558X
Category : Education
Languages : en
Pages : 239
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Book Description
Teachers are constantly seeking ways to improve their teaching and thereby enhance the learning of their students. One method of doing this is to bring critical and creative thinking skills to the forefront of the curriculum. This has been emphasized by the Malaysian Ministry of Education via the KBSM syllabus in order to teach critical and creative thinking by considering the use of programs like Bloom’s taxonomy of educational objectives in classroom practice. This study demonstrates how the higher-order skills can be integrated into the secondary school reading curriculum. The main aim of the study is to investigate how teachers design reading comprehension questions (RCQs) and reading comprehension tasks (RCTs) in relation to the demands of higher-order thinking to produce students with critical minds. It focuses primarily on the use of COGAFF taxonomy (a cognitive-affective taxonomy adapted from Bloom’s and Krathwohl’s) to formulate higher-order reading questions and tasks as a means to develop critical and creative thinking skills. In a pilot study in Britain (with forty Malaysian teachers) and in the main field study in Malaysia, 150 subjects (teachers and student teachers) have yielded about one thousand RCQs and one thousand RCTs. In line with many research findings of question and task design, 91.2% of the RCQs and 83.6% of RCTs produced during the pretest were of low-order types. Subjects attended a workshop emphasizing question and task designing using the COGAFF taxonomy. Dramatically, during the posttest, 74.4% of the RCQs and 80.6% of the RCTs were transformed into higher-order inferential forms. The other major thrust of the study is to demonstrate how higher-order questions can be used to design equally higher-order tasks that can be utilized as a thinking skills approach in the teaching of reading comprehension lessons in secondary schools. Thinking tools and strategies as suggested by Beyer, Guilford, Gardner, and several others and their implications for the teaching of reading comprehension and training of teachers in Malaysia are also discussed.
Author: Ghazali Mustapha
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 0
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Book Description
Author: Anne P. Sweet
Publisher: Guilford Press
ISBN: 9781572308923
Category : Language Arts & Disciplines
Languages : en
Pages : 244
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Book Description
This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more!
Author: Bill Honig
Publisher:
ISBN: 9781571286901
Category : Education
Languages : en
Pages : 0
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Book Description
"Prepare students for future success by using effective reading instruction that's proven to work. The Teaching Reading Sourcebook, updated second edition is an indispensable resource that combines evidence-based research with actionable instructional strategies. It is an essential addition to any educator's professional literacy library--elementary, secondary, university."--P. [4] of cover.
Author: Cathy Collins Block
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 456
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Book Description
Teaching students to comprehend the content and meaning of what they read can be a complex and challenging process; it is also an urgent educational priority.
Author: Sheri R. Parris
Publisher: Guilford Publications
ISBN: 1462520812
Category : Language Arts & Disciplines
Languages : en
Pages : 433
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Book Description
All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the growing importance of digital genres and multimodal literacies. User-friendly features include end-of-chapter discussion questions. New to This Edition *Incorporates the latest research and instructional practices. *Chapters on the CCSS, critical theory, culturally responsive instruction, and response to intervention. *Chapters on teaching fiction and informational texts in the secondary grades. *Expanded coverage of multimodal literacy learning. *Timely topics such as text complexity, close reading, digital literacies, and neuroscience are discussed in multiple chapters.
![Comprehension [Grades K-12] PDF](https://books.google.com/books/content/images/frontcover/wl75DwAAQBAJ?fife=w80-h100)
Author: Douglas Fisher
Publisher: Corwin
ISBN: 1071823876
Category : Education
Languages : en
Pages : 209
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Book Description
Radically change the way students learn from texts, extending beyond comprehension to critical reasoning and problem solving. Is your reading comprehension instruction just a pile of strategies? There is no evidence that teaching one strategy at a time, especially with pieces of text that require that readers use a variety of strategies to successfully negotiate meaning, is effective. And how can we extend comprehension beyond simple meaning? Bestselling authors Douglas Fisher, Nancy Frey, and Nicole Law propose a new, comprehensive model of reading instruction that goes beyond teaching skills to fostering engagement and motivation. Using a structured, three-pronged approach—skill, will, and thrill—students learn to experience reading as a purposeful act and embrace struggle as a natural part of the reading process. Instruction occurs in three phases: Skill. Holistically developing skills and strategies necessary for students to comprehend text, such as monitoring, predicting, summarizing, questioning, and inferring. Will. Creating the mindsets, motivations, and habits, including goal setting and choice, necessary for students to engage fully with texts. Thrill. Fostering the thrill of comprehension, so that students share their thinking with others or use their knowledge for something else. Comprehension is the structured framework you need to empower students to comprehend text and take action in the world.
Author: Kristi L. Santi
Publisher: Springer
ISBN: 3319147358
Category : Education
Languages : en
Pages : 197
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Book Description
This volume focuses on our understanding of the reading comprehension of adolescents in a high stakes academic environment. Leading researchers share their most current research on each issue, covering theory and empirical research from a range of specializations, including various content areas, English language learners, students with disabilities, and reading assessment. Topics discussed include: cognitive models of reading comprehension and how they relate to typical or atypical development of reading comprehension, reading in history classes, comprehension of densely worded and symbolic mathematical texts, understanding causality in science texts, the more rigorous comprehension standards in English language arts classes, balancing the practical and measurement constraints of the assessment of reading comprehension, understanding the needs and challenges of English language learners and students in special education with respect to the various content areas discussed in this book. This book is of interest to researchers in literacy and educational psychology as well as curriculum developers.
Author: William Peter Grabe
Publisher: Routledge
ISBN: 1317862791
Category : Language Arts & Disciplines
Languages : en
Pages : 345
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Book Description
Teaching and Researching Reading was first written to help language professionals understand the complex nature of reading. Now in a thoroughly updated and improved second edition, the book expands connections from research on reading to instructional practices and teacher-initiated action research. Offering an updated overview of reading theory, it summarises key ideas and issues in first and second language contexts. In addition to providing insightful research analyses, Grabe and Stoller offer practical advice for practitioners and researchers, including evidence-based teaching ideas and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 29 projects for teacher adaptation and use, as well as numerous new or substantially expanded resource materials that can be used for both action research and classroom instruction. Learning aids featured throughout the volume include · key concept boxes and a glossary of key terms · quote boxes highlighting critical issues in the field · resource lists of relevant journals, books and websites Fully revised throughout, with a range of new exemplary L1 and L2 research studies and an entirely new chapter on the move from research implications to instructional applications, this second edition of Teaching and Researching Listening is an invaluable resource for teacher trainers, practicing teachers, materials writers and researchers alike.
Author: Claudia E Cornett
Publisher: Taylor & Francis
ISBN: 1351813781
Category : Education
Languages : en
Pages : 432
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Book Description
This book is about designing instruction that makes comprehension the priority in reading and in content area study. The comprehension model described responds to calls from literacy experts and professional organizations for inquiry-based instruction that prepares readers to be active meaning makers who are adept at both critical and creative thinking. Comprehension First introduces a before, during, after Comprehension Problem Solving (CPS) process that helps readers ask key questions so they arrive at a substantial comprehension product-"big ideas" based on themes and conclusions drawn from literary works and expository texts. The book further describes how to orchestrate research-based best practices to build lessons and units around big ideas and important questions. In this age of multiple literacies, all of us must learn to be more nimble users of Literacy 2.0 communication tools. Mastering problem solving is at the core of this challenge. Comprehension First embraces this challenge by inviting present and future teachers to examine WHY and HOW these tools can be used more purposefully to achieve the pre-eminent literacy goal of deep comprehension.
