IN THE AGE OF ANALYTIC READING Understanding Readers' Engagement With Text

被引：10
作者：
Pennell, Colleen [1 ]
机构：
[1] Marian Univ, Fond Du Lac, WI 54935 USA
来源：
READING TEACHER | 2014年 / 68卷 / 04期
关键词：
CHILDREN;
D O I：
10.1002/trtr.1292
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Teaching children to inquire, discuss ideas, and defend thinking about a literary text is a key aim of the common core state standards (CCSS). This article describes how four third-grade, male struggling readers successfully co-constructed meaning during a discussion based reading intervention rooted in philosophical inquiry. Three elements that guided reading development are closely examined: dialogic discourse, the fluidity of the text, and reader's experiential knowledge. In the age of the CCSS, considerations for transactional reading theory and dialogic teaching are discussed. © 2014 International Reading Association.
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收藏
页码：251 / 260
页数：10
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