Surface, Deep, and Transfer? Considering the Role of Content Literacy Instructional Strategies

被引：21

作者：

Frey, Nancy ^{[1
]}

Fisher, Douglas ^{[1
]}

Hattie, John ^{[2
,3
]}

机构：

[1] San Diego State Univ, Dept Educ Leadership, San Diego, CA 92182 USA

[2] Univ Melbourne, Educ, Melbourne, Vic, Australia

[3] Univ Melbourne, Melbourne Educ Res Inst, Melbourne, Vic, Australia

来源：

JOURNAL OF ADOLESCENT & ADULT LITERACY | 2017年 / 60卷 / 05期

关键词：

READING-COMPREHENSION;

D O I：

10.1002/jaal.576

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article provides an organizational review of content literacy instructional strategies to forward a claim that some strategies work better for surface learning, whereas others are more effective for deep learning and still others for transfer learning. The authors argue that the failure to adopt content literacy strategies by disciplinary teachers may be due, in part, to the mismatch between the approach and the level of learning expected. © 2016 International Literacy Association

引用

页码：567 / 575

页数：9

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[2]

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[3]

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