מחבר: Rachel Segev Miller

שנת ההוצאה: 2020

מילות מפתח: הבנת הנקרא; קריאה; הרגלי קריאה

"This book has very important material and research findings that are relevant to teachers, teacher trainers, and anyone interested in the teaching of reading. The teaching of reading, in general, is still lacking a professional and theoretical basis in most language classes, for both first or second language and all teachers could benefit from a good discussion of reading strategies. Most "reading" teachers are not fully aware of the need to instruct students in how to develop individual reading strategies and this book could answer this need" – Prof. Emeritus Elite Olshtain   אל הספר

נושא/נושאים: , בלשנות ושפות

תוכן הספר:

• READING MADE EASIER: The explicit instruction of reading comprehension strategies

• TABLE OF CONTENTS

• INTRODUCTION

• PART ONE: READING PROCESSES AND STRATEGIES

• Chapter 1: Reading comprehension

• 1.1. Definition of reading comprehension

• 1.2. Models of the reading process

• Chapter 2: Reading strategies

• 2.1. Definitions of reading strategies

• 2.2. Taxonomies of reading strategies

• 2.3. On the differences between good and poor readers

• 2.4. Individual differences in reading comprehension

• Chapter 3: Reading in first, second, and third language

• 3.1. Some definitions

• 3.2. Reading in L1 and L2

• 3.3. Reading in L3

• PART TWO: METHODOLOGY

• Chapter 1: Verbal reporting

• Chapter 2: Elicitation and transcription of think-aloud data

• 2.1. Elicitation of think-aloud data

• 2.2. Transcription of think-aloud data

• Chapter 3: Analysis of think-aloud data

• 3.1. Qualitative analysis

• 3.1.1. An example of a think-aloud protocol

• 3.1.1.1. The text

• 3.1.1.2. The think-aloud protocol

• 3.2. Quantitative analysis

• PART THREE: READING STRATEGIES IN CONTEXT

• Chapter 1: The strategies used by school and college students

• 1.1. STRATEGIES MOST FREQUENTLY USED

• (1) Translating

• (2) Scanning

• (3) Evaluating

• (4) Planning

• (5) Rereading

• 1.2. CATEGORY A STRATEGIES ALL STUDENTS

• (6) Adapting the length of the processing unit to text difficulty

• (7) Adapting the reading rate to text difficulty

• (8) Identifying the function of a typographic symbol

• (9) Identifying the function of an extra-textual component

• (10) Looking ahead

• (11) Looking up an unfamiliar word in the dictionary

• (12) Marking

• (13) Noting

• (14) Previewing

• A note on skimming

• (15) Repeating

• 1.3. CATEGORY B STRATEGIES ALL STUDENTS

• (16) Clarifying a cohesive device

• (17) Explaining

• (18) Guessing the meaning of an unfamiliar word from its context

• (19) Illustrating

• (20) Inferring

• (21) Predicting

• 1.4. CATEGORY C STRATEGIES ALL STUDENTS

• (22) Connecting

• (23) Organizing

• (24) Selecting

• (25) Generalizing

• (26) Identifying the rhetorical function of the text

• (27) Identifying the genre of the text

• 1.5. CATEGORY D STRATEGIES ALL STUDENTS

• (28) Revising

• (29) Task representing

• 1.6. CATEGORY A STRATEGIES UNDERGRADUATES AND GRADUATES

• (30) Paraphrasing

• 1.7. CATEGORY C STRATEGIES UNDERGRADUATES AND GRADUATES

• (31) Comparing & (32) Contrasting

• (33) Identifying the function of a textual component

• (34) Identifying the main idea of the text

• (35) Identifying the rhetorical structure of the text

• (36) Identifying the speaker of the text

• (37) Identifying the topic of the text

• (38) Identifying the writer of the text

• (39) Identifying the writer's purpose

• (40) Reviewing

• 1.8. CATEGORY D STRATEGIES UNDERGRADUATES AND GRADUATES

• (41) Imagining

• 1.9. CATEGORY C STRATEGIES GRADUATES

• (42) Classifying

• (43) Mapping the text

• (44) Note taking

• (45) Synthesizing

• Chapter 2: Individual differences in strategy use

• 1.1. The text

• 1.2. The TA protocols

• 1.2.1. Danny's TA protocol

• 1.2.2. Maya's TA protocol

• 1.2.3. Hagar's TA protocol

• 1.2.4. Gil's TA protocol

• 1.3. Findings and implications

• PART FOUR: READING INSTRUCTION AND ASSESSMENT

• Chapter 1: Explicit strategy instruction

• 1.1. A model of explicit strategy instruction

• 1.2. Lessons illustrating explicit strategy instruction

• 1.2.1. Lesson 1: The title of the text

• 1.2.2. Lesson 2: The think-aloud technique

• 1.2.2.1. The text

• 1.2.2.2. The Teacher's TA protocol

• 1.2.2.3. The Teacher's TA protocol analysis

• 1.2.3. Lesson 3: Explicit instruction of the strategy of elaborating

• Chapter 2: Related issues

• 2.1. Assessment

• 2.1.1. Reading comprehension questions

• 2.1.2. Summarizing

• 2.2. Intertextuality

• Conclusion

• REFERENCES

• Appendices

• Appendix A: The strategies used by school, undergraduate and graduate students

• Appendix B: A classification of the reading strategies into categories

• Appendix C: The texts read by school, undergraduate and graduate students

• Appendix D: Sources for further reading and materials

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