Wurr, A., Theurer, J. L., & Kim, K. (2008, December). Retrospective miscue analysis with proficient adult ESL readers. Journal of Adolescent & Adult Literacy (52)4, pp. 324-333. doi:10.1598/JAAL.52.4.5
In this case study, three non-native English speakers are taken through the process of retrospective miscue analysis. These readers are proficient readers of English. The purpose of the article is to show the benefits of retrospective miscue analysis—of why understanding one’s miscues is important. Retrospective miscue analysis changed the self-perceptions of all of the readers involved in the study. They all left the study more confident in their reading in English than they were when they went into the study.
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Showing posts with label literacy learning. Show all posts
Showing posts with label literacy learning. Show all posts
Saturday, December 25, 2010
Exploring the connections between biliteracy and bilingualism
Reyes, I. (2006). Exploring the connections between biliteracy and bilingualism. Journal of Early Childhood Literacy, 6(3), pp. 267-292. doi:10.1177/1468798406069801
Through three case studies of four-year-old children of Mexican descent, the author explores emergent biliteracy and bilingualism in southern Arizona. Using observations of both home and classroom notes the children’s use of language and the factors that contributed to that language usage. The author references code-switching as a process used frequently by emergent bilingual and biliterate children. She also suggests that teachers use kid watching for lessons that connect to children’s’ development of literacy and biliteracy.
- Posted using BlogPress from my iPad
Through three case studies of four-year-old children of Mexican descent, the author explores emergent biliteracy and bilingualism in southern Arizona. Using observations of both home and classroom notes the children’s use of language and the factors that contributed to that language usage. The author references code-switching as a process used frequently by emergent bilingual and biliterate children. She also suggests that teachers use kid watching for lessons that connect to children’s’ development of literacy and biliteracy.
- Posted using BlogPress from my iPad
Theory of literacy of learning
Cambourne, B. (1995, November). Toward an educationally relevant theory of literacy learning: Twenty years of inquiry. The Reading Teacher, 49(3), pp. 182-190.
Cambourne discusses theorizing literacy learning. He finds difficulty in calling children deficient because of the negative stigma attached, especially since it is not relevant in most area of the child’s life. Forming habits, guided by the teacher, is an important part of the learning process. These habits must be broken down into smaller parts and presented gradually.
Camborne also discusses conditions of learning and the ability to apply these conditions to literacy teaching. The main finding of the researchers is that engagement with language is the most important factor of literacy learning. Additionally learners need to engage in reflection to make their understanding of literacy and language explicit.
The goal of this source is to provide guidance about literacy theory to readers. The author, at the time of publication, was a practicing teacher. This information demonstrates his reflexivity in practice. He not only is reflective, himself, but puts value and emphasis in moving literacy learners to become reflective about their literacy learning process as well.
- Posted using BlogPress from my iPad
Cambourne discusses theorizing literacy learning. He finds difficulty in calling children deficient because of the negative stigma attached, especially since it is not relevant in most area of the child’s life. Forming habits, guided by the teacher, is an important part of the learning process. These habits must be broken down into smaller parts and presented gradually.
Camborne also discusses conditions of learning and the ability to apply these conditions to literacy teaching. The main finding of the researchers is that engagement with language is the most important factor of literacy learning. Additionally learners need to engage in reflection to make their understanding of literacy and language explicit.
The goal of this source is to provide guidance about literacy theory to readers. The author, at the time of publication, was a practicing teacher. This information demonstrates his reflexivity in practice. He not only is reflective, himself, but puts value and emphasis in moving literacy learners to become reflective about their literacy learning process as well.
- Posted using BlogPress from my iPad
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