From “Acting Reading” to Reading for Acting: A Case Study of the Transformational Power of Reading

Abstract

In this study the author charts the trajectory of an adolescent student's identity, from being a struggling reader to a competent reader and successful young actor. The author argues that reading is central to our ability to make sense of both our inner selves and our surroundings, and that it is therefore imperative that unskilled readers are given opportunities to improve. A modified Neurological Impress Method Plus is shown to contribute to the focus student's substantial improvements in reading, and to the positive evolution of her sense of identity. Qualitative and quantitative data are combined to provide a vivid account of the student's relationship with reading. Analysis of this relationship helps to challenge some assumptions about the relationship between adolescence, identity, and dyslexia. The article finishes with suggestions for teaching reading with teenage students who have been labelled poor readers. في هذه الدراسة يحدد المؤلف مسار هوية طالب مراهق من كونه قارئ يواجه صعوبات في القراءة إلى قارئ قادر وممثل صغير ناجح. ويحتج المؤلف بأن القراءة هي مركز قردتنا على فهم أنفسنا الداخلية ومحيطاتنا وبالتالي لا بد للقراء غير المهرة من توفيرهم بفرص للتحسن. وتثبت طريقة تأثير النظام العصبي المتعدلة فائدتها في تحسين القراءة عند الطالب بشكل ملحوظ وفي التطور الإيجابي عند وعيه بهويته. ويتم جمع المعطيات الكمية والكيفية لتوفير قصة شديدة الوضوح عن علاقة الطالب بالقراءة. إذ يساعد تحليل هذه العلاقة في تحدي بعض الافتراضات بشأن العلاقة بين المراهقة والهوية والصعوبة في القراءة والكتابة. وتنتهي هذه المقالة بالاقتراحات لتعليم القراءة مع الطلاب المراهقين الذين يندرجون تحت صنف القراء ذوي الصعوبة في القراءة. 本研究之作者绘制出一名青少年学生身份认同的演变轨迹，首先由一名有困难的阅读者演变为一名有足够能力的阅读者，然后再演变为一名成功的青年演员。作者认为，阅读对我们理解内在自我的能力及理解周围环境事物的能力是至为重要的，因此我们必须给予不擅长阅读技能的学生有改进的机会。这项研究显示，经修改后的「神经学记印方法加强版」大大改进了这名焦点学生的阅读能力，也正面地影响了她的身份认同意识的演化。作者综合了定性与定量的研究资料，用以生动地描述该名学生与其阅读之间的关系。这关系的分析有助于质疑一些对青少年、身份认同、阅读障碍之间的关系的假设。本文最后建议一些阅读教学方法，用以教导那些被标签为阅读能力薄弱的青少年学生。 Dans cette étude l'auteur trace la trajectoire identitaire d'un adolescent scolarisé, ayant commencé par être un lecteur en difficulté pour devenir un lecteur compétent et un jeune acteur qui réussit. L'auteur soutient que la lecture est un élément central de notre capacité à donner du sens à la fois à notre moi intime et à notre environnement, et qu'il est donc impératif que les lecteurs malhabiles aient des occasions de progresser. La Neurological Impress Method Plus modifiée apparaît avoir contribué à ses progrès substantiels en lecture, et à une évolution positive du sens de son identité. Des données qualitatives et quantitatives ont été combinées pour rendre compte de façon vivante de la relation de cette élève à la lecture. L'analyse de cette relation contribue à jeter un doute sur la relation entre adolescence, identité, et dyslexie. L'article se termine par des suggestions pour enseigner la lecture aux plus de dix ans que l'on étiquette comme de mauvais lecteurs. В данном исследовании автор прослеживает траекторию развития идентичности девочки‐подростка: от неумеющей читать ученицы до компетентного читателя и успешной ...

The Effectiveness of Neurological Impress Method on Reading Fluency of Students with Learning Disabilities in Amman, Jordan

“…This is in full agreement with other researchers who conducted similar research in different parts of the world (Nelson et.al. 2004, Barden 2009). Many variables can be used in this method to solidify causes consequence relationship among reading fluency and comprehension (Young, 2011).…”

“…This method relies on more of concentrations on reading loudly from both the teacher and the student at the same time repeatedly and directly with the teacher in order to stay at the same rhythm of the teacher tone with every repeated statement keeping in mind that this strategy requires a quiet environment. Nelson & Gordy 2004, Flood & Fisher 2005, and Barden 2009 confirmed this approach as approved technique for teaching reading fluency to students with learning disabilities.…”

“…Such students can be identified by the fact that they can't comprehend at similar level and rate like their peers of their age in the same classroom. The complications of students with learning disabilities revolve to be more complicated especially at public schools as most teachers are not equipped and trained with specialized techniques that are required for students with learning disabilities (Oladele, 2013;Barden, 2009;Hasbrouck &Tindal, 2006, andOmotoso, 2001).…”

Leitura e escrita em alunos de escola pública: 3º vs 4º ano

“…Já a partir do início da escolarização formal, esta precisa ser cuidada no processo ensino-aprendizagem da leitura (Barden, 2010). Os professores precisam usar estratégias que facilitem o ensinar, especialmente, para trabalhar com os alunos de baixo desempenho, visando à melhoria de sua escrita.…”

“…Como lembra Barden (2010), trata-se de uma competência fundamental para a pessoa ficar ciente tanto de seu interior como do mundo que a cerca, sendo imperativo dar também aos mais competentes oportunidades de melhorarem sua capacidade enquanto leitores, transformando a própria leitura como suporte para a ação e para uma escrita de melhor qualidade. González (2009) referiu-se à necessidade de integração da aprendizagem da leitura e da escrita, sendo que há desajustes que precisam ser corrigidos e cuidados.…”