Week Six Discussion
Our preparation for week six involved reading
chapters two and six from Winch (2010). The group then held a discussion around
the new ideas we gained from both readings, a question we had in relation to
the readings as well as something that we found interesting.
Highlights of Chapter 2
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Highlights of Chapter 6
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·
The context and purpose of reading
·
Selected Texts
·
The reading cue systems or sources of information
·
Literary practices
·
The basic strategies of reading
·
Effective reading
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·
Different types of texts
·
Concepts about print
·
Text and the locus of meaning
·
Context and text
·
Reading literary texts
·
Reading factual texts
·
Selecting texts for the reading program
·
Matching texts to students’ needs
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The New
Ideas the Group Gained from Chapter Two and Six of Winch (2010)
Chapter 2 Chapter 6
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The
way in which texts are constructed within a social and cultural context.
We
came to realise that when we read we need to be mindful of both the context
within which the text was written and the purpose of why it was written. We
came to understand that this knowledge will enhance our reading and make it
much more effective.
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Our engagement with the text
teaches us something about how to read it and about how to become a reader.
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That
there are four main areas of importance when it comes to reading. These can
be described as:
-
The context in which we read
-
The texts we read
-The
knowledge we need in order to read
-
The skills we employ as we read
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We read literary texts to
engage in the pleasure and the excitement of entering into the world of the
book.
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The
skills effective readers use when they are interacting with texts to achieve
particular purposes. These skills include; code breaking practices,
text-participant practices, text-user practices and text-analyst practices.
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Shared reading texts enable
focused discussion and instruction about reading strategies.
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Questions
from Chapter 2
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Questions
from Chapter 6
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Can texts be written for multiple social and
cultural contexts?
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How can we help students engage more deeply
with a range of multimodal texts without confusing the many text types?
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What is the difference between an ordinary
reader and an effective reader?
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When choosing class texts for guided reading
how do we make sure that they are ones that will support them and provide enough
challenge to promote new learning?
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Interesting Finds
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Something
that the group found surprising was how much is involved with reading and how
much the reader isn’t aware of and probably not even the educator. This
includes things such as the skills, the basic strategies of reading, what
effective reading consists of as well as the importance of cue systems.
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Something we found interesting was the way
texts can be categorized as factual or literary. We also found that literary
texts are very important for an effective reading program and that factual
texts can sometimes present challenges for readers.
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Overall, after having read both the chapters we
all realised just how much is involved in reading. We also gained a deeper understanding
into the importance of reading as well as what effective reading consists of,
basic strategies of reading, the different types of text, the cue systems as
well as matching texts to students’ needs.
1 comments:
Reading is so much more complicated than most people think. It seems to be so simple, but there are so many mental processes that go on while we do this (e.g. recognition, prediction, self-correction, scanning, decoding, etc).
It seems that if so much goes on mentally, how can we teach this? What happens if we teach something incorrectly, will it effect that learner's future reading ability?
I suppose that by reading, discussing, engaging and understanding this material we will have a better idea about what we need to look out for and how to facilitate the learner's journey to becoming an effective reader.
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