By Maureen Lewis
Essentially the most problematical components within the instructing and improvement of literacy looks to drawback kid's interactions with non-fiction books. Many surveys and studies have commented at the tendency for kids to do little greater than reproduction out sections of non-fiction texts. The Exeter Extending Literacy (EXEL) venture was once organize with the purpose of exploring ways that non-fiction should be used extra successfully and profitably than this.In this ebook David Wray and Maureen Lewis define the pondering in the back of the venture and describe intimately the numerous worthwhile instructing recommendations and methods which have been constructed in collaboration with basic lecturers around the country.Teachers of kids from 5 to 14 will locate this booklet either a stimulating account of a truly influential improvement venture and an invaluable resource of sensible instructing principles.
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Extra info for Extending Literacy: Children reading and writing non-fiction
The term metacognition is used to refer to the deliberate conscious control of one’s own cognitive actions (Brown, 1980). Numerous research studies have examined the operation of metacognition in the reading of children and adults, that is, how successful readers are at monitoring their own comprehension. Overall, there has been a remarkable consistency in the findings of these studies and the two most replicated results have been that: • ‘younger and poorer readers have little awareness that they must attempt to make sense of text; they focus on reading as a decoding process, rather than as a meaning-getting process’ (Baker and Brown, 1984, p.
Such replies are misleading for they often indicate not that children really know nothing but that they do not recognise what it is from their own experience that may be relevant to the topic under discussion. They needed help to ‘key into’ what they know. In such cases teachers often find they need to provide a stimulus to activate children’ s prior knowledge. —but they need help in foregrounding this knowledge and then in using that to question how these things may have been different for the Ancient Greeks.
How shall I use the resources? What should I make a record of ? Have I got the information I need? How should I present it? What have I achieved? A particular strength of the way these steps are formulated is that, as pupils are asked questions as they proceed with their assignments, they are given the opportunity to consider directly the processes of their own learning and thinking. They are therefore encouraged to take a metacognitive stance on their own activities, a feature which, as will be argued later, is a necessary part of serious attempts to extend learners’ control over their own thinking with texts.
Extending Literacy: Children reading and writing non-fiction by Maureen Lewis