Expanding the Range of Text Types Used in the Primary Grades

Strachan, Stephanie L.

doi:10.1002/trtr.1302

Cited by 5 publications

(4 citation statements)

References 19 publications

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“…film, television, novels, picture books etc.). Including a range of fictional media, rather than only focusing on the traditional media platforms of film and television, was considered important given that educational contexts are required to expose students to a variety of text types ( Strachan, 2014 ). Measuring the ‘accuracy’ of fictional portrayals has its limitations and pitfalls, in terms of both what is being assessed and how it is being measured.…”

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confidence: 99%

Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism

Jones

Gordon

Mizzi

2023

Autism

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Media depictions of autism have the potential to have either positive or detrimental impacts on the lives of autistic people. This systematic review aimed to examine (1) the accuracy and authenticity of fictional media portrayals of autism (Part A) and (2) the impact of viewing such portrayals on knowledge about autism and attitudes towards autistic people (Part B). Seventeen articles met the inclusion criteria and were included in the review: 14 for Part A and 3 for Part B, comprising five experimental studies. The media reviewed in Part A covered a 30-year period (1988–2017). Several stereotypical and unhelpful portrayals surfaced. Positive portrayals of autism highlighted strengths and reflected nuance. Overall, participants in the fiction conditions in Part B were significantly more likely to attribute positive traits to an autistic person than those in the control conditions, with medium effect sizes ranging from 0.57 to 0.73. There were no improvements in knowledge. Given the small number of studies included in this review, further evidence is needed to understand the conditions under which fictional media may be effective. There is also a need to develop measures that accurately and respectfully measure autistic people’s experiences of community knowledge and attitudes. Lay abstract The way autism is represented in fictional media can impact people’s views of autistic people. For example, representations may contribute to negative views of autistic people as being unusual or dangerous, or they may challenge stereotypes and instead highlight the strengths of autistic people. This work aimed to review previous research to understand how autistic people have been represented in fictional media (Part A). It also sought to understand whether viewing fictional portrayals of autism has an impact on people’s knowledge of autism and attitudes towards autistic people (Part B). Of 14 studies that were included in Part A, several unhelpful and stereotypical portrayals of autism emerged. Positive portrayals were those that highlighted the strengths of autistic people and reflected nuance. There is a need for greater diversity in representation of autism in fictional media. For example, not all autistic people are white heterosexual males. Across the five studies included in Part B, there were no improvements in people’s knowledge of autism after watching or reading a short segment from a fictional TV series or novel that depicts an autistic person. Although there was a significant improvement in people’s attitudes towards autistic people, these findings do not provide a complete picture given the short length of the media exposure and small number of studies. Future studies should investigate how multiple exposures to the representation of autistic people in both fictional and non-fictional sources can affect people’s understanding of autism. There is also a need to develop more accurate and respectful ways of measuring people’s knowledge of, and attitudes towards, autism.

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confidence: 99%

Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism

Jones

Gordon

Mizzi

2023

Autism

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“…Given that mathematics educators who research learning with picture books prioritize the importance of story (e.g., van den Heuvel-Panhuizen & Elia, 2012), we ensured that the selection methods included books that were on two of three lists of 100 Best Picture Books: Thomas Fordham Institute (Petrilli, 2012), Time (Time Magazine, 2020) and the New York Public Library (New York Public Library, 2013). Those who study literacy value high quality literature, but also advocate for the importance of informational texts (Strachan, 2014), so we ensured that a range of genres were captured during selection: picture books, fictional books, and informational books.…”

Section: Book Selection Criteriamentioning

confidence: 99%

A Field Guide to Whole Number Representations in Children’s Books

Nurnberger‐Haag

Scheurermann

McTeer

2021

IJEMST

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Trade books are a common resource used to teach children mathematical ideas. Yet, detailed analyses of the mathematics content of such books to determine potential impacts on learning are needed. This study investigated how trade books represent whole numbers. A two-pronged approach was used a) one team documented every way 197 books represented numerical ideas and b) another team used standards to identify ideal representations. A third team validated the traits on 67 books. Greater variation than expected was documented (103 traits identified) and organized into a field guide for researchers to consult to design studies about how particular traits influence number learning. Studies could investigate how a particular trait supports learning or experimentally compare a selected combination of the 45 pictorial, 45 written symbol, 10 tactile, 2 kinesthetic, and 1 auditory trait. Implications for practice include recognizing what representations are present or missing from books used in classrooms. The study also serves as an example of how the field of mathematics education would benefit from adopting structures from disciplinary science, such as field guides, to inform how we organize phenomena of mathematics learning.

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“…nonfiction), уз одређење њихове функција у разумевању прочитаног (Meek, 1982;Hiebert, 1999;Tulloch at al. 2012;Duke & Roberts, 2010;Strachan, 2014). Фикциони, књижевно-уметнички текст заснива се на законима размишљања у асоцијатив-ном облику, а нефикциони је у складу са законима логичког раз-мишљања (Валгина, 2003, стр.…”

Section: уводunclassified

Врсте Текстова У Разредној Настави Језика И Књижевности

Цветановић¹,

Стојановић²,

Мишић³

2017

TEME

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АпстрактТекст, како књижевни тако и некњижевни, вредан је извор информација у настави, али и важан чинилац духовног обликовања и снажан подстицај чита-лачког задовољства младог бића. Бројна истраживања (PISA, PIRLS, ALL) упозо-равају да млади данас имају недовољно развијену читалачку писменост и спо-собност разумевања и самосталног рада на тексту како би открили битне поједи-ности у њему. Текст је лектира која се чита ради уживања у књижевности као уметности или је он помоћ у стицању знања, формирању појмова о одређеним појавама и процесима. Типологија текстова управо се односи на ове две врсте -књижевни и некњижевни текстови. Међутим, и једни и други имају више функци-ја у настави језика и књижевности. У раду је дат преглед типологије текстова у научно-стручној литератури и методици језика. Издвојене су типичне поделе и дат je осврт на истраживања у земљи и иностранству. Циљ рада је систематизација врста текстова по својим функцијама у настави језика и књижевности. Подела обухвата букварске, читаначке, лингвометодичке, информативне, научне, инструктивне, пред-лошке, значењско-корективне и нелинеарне текстове. Све врсте текстова сагледане су са аспекта унапређивања наставе језика и књижевности у млађим разредима основне школе.Кључне речи: текст, врсте текстова, настава језика, настава књижевности, метода рада на тексту. TYPES OF TEXTS IN CLASS TEACHING OF LANGUAGE AND LITERATURE AbstractText, both literary and non-literary, is a valuable source of information in teaching, but also an important factor of spiritual formation and strong stimulus for reading satisfaction of a young human being. Numerous researches (PISA, PIRLS, ALL) warn us that young people today have underdeveloped reading skills, underdeveloped skill to understand and not sufficiently developed skill of independent working on a text in order to discover important details in it. Text is the reading material which is meant to be read

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Expanding the Range of Text Types Used in the Primary Grades

Abstract: This article shares four approaches to help primary-grade teachers purposefully and successfully expand the range of text types read,written, and discussed in their classrooms.

Cited by 5 publications

References 19 publications

Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism

Representation of autism in fictional media: A systematic review of media content and its impact on viewer knowledge and understanding of autism

A Field Guide to Whole Number Representations in Children’s Books

Врсте Текстова У Разредној Настави Језика И Књижевности

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