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1.
Jane Medwell 《Literacy》1996,30(1):41-46
Developments in technology, particularly in terms of multimedia capability, have begun to make possible innovative educational use of microcomputers. One particular kind of software which has recently begun to be produced is the electronic book. Such “books” can provide reading experience for children which support and lead into reading proficiency. In this article Jane Medwell describes a study in which she evaluated the effects of experiences with disc-based electronic books on infant reading. Some interesting results emerged concerned with the ways in which children interacted with the “books” and the gender differences in the use and effects of such reading support. 相似文献
2.
Jane Medwell 《Literacy》1998,32(3):36-40
Shared reading and writing have emerged as key teaching techniques in the literacy hour and most teachers are becoming familiar with the use of big books and other kinds of enlarged texts. In this article Jane Medwell suggests some possible ways of using the overhead projector in the literacy hour as a source of shared texts. 相似文献
3.
Emphasis upon authenticity in children's writing leads us to consider the possibilities in engaging children in producing authentic texts such as newspapers. In this article David Wray and Jane Medwell discuss their research into the effects of three approaches to this newspaper production, one of which involved the collaboration of a teacher with a worker from the Newspapers in Education scheme. The very positive outcomes of this partnership are stressed. 相似文献
4.
《Literacy》1992,26(1):40-42
Grieve, Robert and Hughes, Martin (eds) Understanding Children: Essays in Honour of Margaret Donaldson (1990) Wray, David and Medwell, Jane Literacy and Language in the Primary Years. Dougill, Peter (ed.) Developing English (1991). Singleton, Chris (ed.) Computers and Literacy Skills (1991). 相似文献
5.
《Literacy》1994,28(3):50-53
Book reviewed in this article: Weaver, Constance with Stephens, Diane and Vance, Janet. Understanding Whole Language: From Principles to Practice. Browne, Ann. Helping Children to Write. Tchudi, S.N. and Tchudi, S.J. The English/Language Arts Handbook: Classroom Strategies for Teachers. Leadbetter, Jane and Leadbetter, Peter. Special Children, Meeting the Challenge in the Primary School. Westwood, Peter. Commonsense Methods for Children with Special Needs. Jager Adams, Marilyn. Beginning to Read. The new phonics in context. Wray, David and Medwell, Jane (eds.). Teaching Primary English: The state of the art. 相似文献
6.
Marcia A. Barnes Yusra Ahmed Amy Barth David J. Francis 《Scientific Studies of Reading》2015,19(4):253-272
The integration of knowledge during reading was tested in 1,109 secondary school students. Reading times for the second sentence in a pair (Jane’s headache went away) were compared in conditions where the first sentence was either causally or temporally related to the first sentence (Jane took an aspirin vs. Jane looked for an aspirin). Mixed-effects explanatory item response models revealed that at higher comprehension levels, sentences were read more quickly in the causal condition. There were no condition-related reading time differences at lower comprehension levels. This interaction held with comprehension- and inference-related factors (working memory, word and world knowledge, and word reading efficiency) in the models. Less skilled comprehenders have difficulty in knowledge-text integration processes that facilitate sentence processing during reading. 相似文献
7.
Catherine Wildish 《Literacy》1998,32(3):16-20
Storytelling has many values in the classroom setting, even though it is often given a low priority. Here Catherine Wildish recounts her experience of trying to develop children’s abilities to story and suggests that this has a great deal of value in developing their reading and writing. 相似文献
8.
Narrative for a dual audience of children and adults is a field of expanding interest among children’s literature scholars.
A great deal of the extant research is implicitly or explicitly informed by longstanding anxieties about the status of children’s
fiction, a context that shifts the parameters of the analysis to questions of literary sophistication. Whilst some attention
is paid to the reader-subject position of the child reader, rather less is given to the positioning of the adult reader in
relation to the pedagogical agendas of such texts. This article examines picture books featuring parents reading to preschool
children. In the context of family literacy, it is an instance in which the pedagogical address to the adult reader is as
significant as the address to the child. Drawing on distinctions between double and dual address, the article examines the
ways in which representations of parents reading to children position adult and child reading-subjects to understand reading
as work and leisure, respectively. We conclude with some observations about how the dual address might in fact subvert the
literacy agendas in these texts. 相似文献
9.
Gillie Byrom 《Literacy》1998,32(2):3-7
Audiobooks are a very popular reading medium for adults. Their use with children as a means of supporting reading has not yet really been investigated to any great extent. Gillie Byrom here describes her study into the use of audiobooks with struggling readers and suggests there is certainly a great deal of potential in these alternative texts. 相似文献
10.
This article, drawing on research which aimed to explore how young children read English in Singapore, demonstrates how nine-year-old Singaporean children’s voluntary reading of series books served the dual purposes of enabling their membership of the peer group through culturated reading and the independent development of their reading skills and motivation for reading. Using interviews to encourage conversation and reflection, the research examined children’s book choices and their reasons for reading. This formed part of a topic-focussed ethnographic study in three primary schools. In addition, the article seeks to prove that Singaporean children’s choice of series books makes them readers with potential for global, intra-generational, cultural connections rather than familial, inter-generational ones, and it is especially significant educationally for less well-off families where English is not the dominant home language. 相似文献
11.
任佳 《河北广播电视大学学报》2012,17(2):51-53
作为19世纪英国文学界最受读者欢迎的作家,简·奥斯丁以其作品中轻松诙谐的喜剧艺术、细致入微的讽刺风格而备受世人喜爱。《傲慢与偏见》作为简·奥斯丁讽刺艺术使用最完美、最富有幽默性语言的经典作品,以它为代表解读作者的作品风格。简·奥斯丁的作品作为文学史上的巅峰之作,在带给我们幽默的喜剧世界的同时,其中蕴涵的讽刺更值得我们现在乃至将来的人们深思,引人发醒、敲响警钟。 相似文献
12.
British famous authoress Charlotte Bronte,known for her masterpiece Jane Eyre,is liked by masses of readers.Its most unforgettable point is the classic image in the world literature gallery-Jane Eyre.It’s the beauty that makes Jane unforgettable.Then where does the beauty lie and how does the authoress pass the signal of such beauty via the character-what aesthetic mode does the authoress employ? Why should such mode be? Through reading the text repeatedly,I think the novel Jane Eyre implies one unique aesthetic mode,namely the mode of"Antithetical Aesthetics",and creates the beauty image with the help of it.With such understanding,in this essay I attempt to explore Jane Eyre and its aesthetic value. 相似文献
13.
Ted Kesler 《Children‘s Literature in Education》2012,43(4):338-354
An increasingly prevalent and accessible form of hybrid nonfiction picture books blends factual information with poetry or poetic devices to create literary nonfiction. This important form of hybrid text has been sparsely examined. This article addresses three questions about poetic nonfiction picture books: first, how might we categorize picture books that represent this hybrid text?; second, by what criteria might we evaluate the quality of these books?; third, based in Rosenblatt’s concept of reader’s stance, how might we read these books? The author develops a typology of six categories along a continuum from poetry to narrative or expository prose. He examines well-established criteria in the fields of picture books, children’s nonfiction, and poetry that can apply to poetic nonfiction picture books. He argues that in the best of these books, the poetry or poetic devices are synergistic with the content and raise the overall reading experience. The author also argues that, depending where along the continuum each of these books is located, a reader’s stance moves along the continuum of efferent to aesthetic experience. All these books demand a dynamic and recursive reading process. He suggests ways to work with teachers to teach deep readings of these books. 相似文献
14.
Gemma Moss 《Literacy》2001,35(3):106-110
This paper examines change and variation in the design of non‐fiction texts which have a junior‐age readership. Using a multimodal analysis, which draws from Kress and Van Leeuwen’s work, it argues that different forms of presentation of non‐fiction offer different ways of reading non‐fiction texts, which as yet are neither fully described nor recognised. Using the contrasts between linear and non‐linear design, the paper suggests that non‐fiction texts can be more or less firmly orientated towards reading as work or reading as play, contrasts which readers’ own choices in different contexts of use make apparent. From this point of view, the eclecticism of the National Literacy Strategy’s references to non‐fiction texts provides a starting point for renewed exploration of what non‐fiction is and how it really works for its readers. 相似文献
15.
Charlotte Bronte’s masterpiece Jane Eyre creates a bright figure in the world’s literature, attracting readers of generations all through the globe with her character of both unconvention and convention, which is a unity of contradictions. In this paper, the author presents the analysis in two parts: Jane Eyre’s childhood in Gateshead, and Jane Eyre’s schooldays in Lowood, drawing a conclusion finally that the two aspects of Jane Eyre’s nature-unconvention and convention are indispensable for portraying the heroine. 相似文献
16.
Margaret Perkins 《English in Education》1999,33(3):62-69
The National Curriculum for Initial Teacher Education in English is specific and detailed about the knowledge expected of primary teachers. Shulman (1987) argued that teachers transform this sort of subject content knowledge into something accessible and meaningful to their pupils and this knowledge is described as ‘pedagogic content knowledge’. Medwell et al. (1998) found that effective literacy teachers only knew literacy in the way that they taught it. The research project underpinning this article aimed to explore student teachers' conceptions of the teaching of reading in order to find out what they thought they were teaching when they taught reading. It was thought that the personal reading histories of the students would impact on their developing conceptions of teaching reading. This article traces one student, Gordon, through the year of his PGCE course. In the form of dialogue between Gordon and the researcher developing understanding is articulated. Three different types of reading are described: decoding, making meaning and engaging. Reading is seen as a transformative process, where the reader is both within and outside the text. This has implications both for the conception of reading contained within the curriculum and the way it is implemented within the classroom. A teacher can only introduce children to experiences and ways of reading that are known to herself. It is argued, therefore, that student teachers need to extend the boundaries of their own reading and so appreciate the wide range of ways in which meaning is constructed and readers are created. 相似文献
17.
《校园英语(教研版)》2014,(21):184-185
Jane Eyre is recognized as the representative work of early British female literature.The author,Charlotte Bronte,through her true female experience,described one new female figure with rebellious and revolutionary spirit——Jane Eyre.Her dignity is like the beautiful lily,holy and noble;her pure love is like the fragrant rose,intoxicating and sweet.This paper expands on the source of Jane Eyre’s dignity and her idea of equality in love and marriage through analyzing Jane Eyre’s living environment and her life experiences.Finally,it points out the importance of women’s striving for independence and freedom and maintaining personal dignity by self-struggle. 相似文献
18.
19.
Charlotte Bronte is a famous English woman novelist in the 19th century.Her masterpiece Jane Eyre creates a bright figure in the world’s literature,attracting readers of generations all through the globe with her character of both unconvention and convention,which is a unity of contradictions.In this paper,the author presents the analysis in two parts:Jane Eyre’s convention presented in her experience of marriage and love,and Jane Eyre’s unconvention presented in her experience of marriage and love,drawing a conclusion finally that the two aspects of Jane Eyre’s nature-unconvention and convention are indispensable for portraying the heroine. 相似文献
20.
W. F. Houghton 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):7-10
Recent work aimed at involving parents more in the teaching of reading by encouraging parents to hear their children read school reading books at home has created a great deal of interest. But to what extent does it depart from normal school practice? Little is known about schools’ attitudes to parental involvement in home‐based, as opposed to school‐based, educational activities. Therefore a study was made of a sample of 16 infant and first schools. Interviews were carried out with head teachers, all teachers of seven‐year‐olds, and some of their pupils. It was found that whilst there was general support for the idea of parental involvement in the teaching of reading this stopped short of helping parents hear their own children read at home. An examination of the schools’ practice suggested that at present comparatively few children regularly take school reading books to read at home. 相似文献