Making a Difference in Adolescents' School Lives: Visible and Invisible Aspects of Content Area Reading

Vacca, Richard T.

doi:10.1598/0872071774.9

Cited by 36 publications

(46 citation statements)

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“…Individuals use schemas to process incoming information and link it to stored information (Graber). Schemas, or prior knowledge, are chunks of knowledge that exist in our minds and represent all that a person knows about a given concept (McKenna & Robinson, 2002;Rumelhart, 1980;Ryder & Graves, 1994;Vacca, 2002). Schemas are used for "processing new information and retrieving stored information" (Graber,p.…”

Section: Framing and Schema Theorymentioning

confidence: 99%

Entertainment and Agriculture: An Examination of the Impact of Entertainment Media on Perceptions of Agriculture

Lundy¹,

Ruth²,

Park³

2007

Journal of Applied Communications

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Section: Framing and Schema Theorymentioning

confidence: 99%

Entertainment and Agriculture: An Examination of the Impact of Entertainment Media on Perceptions of Agriculture

Lundy¹,

Ruth²,

Park³

2007

Journal of Applied Communications

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“…In the United States, DiMaggio and Mukhtar (2004), using SPPA data (1982, 2002, show similar evolutions. Participation in highbrow culture has declined since 1982 (see Table 2).…”

Section: Trends In Participation: Facts and Figuresmentioning

confidence: 78%

“…Rather unfortunately, one characteristic of research on trends in cultural participation is the scarcity of available data. Notable exceptions to this are found in the Netherlands, where the Social and Cultural Planning Office (SCP) has conducted the Aanvullend Voorzieningengebruik Onderzoek ("Amenities and Services Utilization Survey") every 4 years since 1979; in Denmark (Danish National Centre for Social Research 1975, 1987, 1993, 1998, 2004, and in the United States (Survey of Public Participation in the Arts (SPPA) 1982(SPPA) , 1992(SPPA) , 2002(SPPA) , 2008and the General Social Survey (GSS) 1993, 2002. Moreover, the activities recorded in most of these surveys are biased toward legitimate, highbrow genres, especially in the first waves.…”

Section: Trends In Participation: Facts and Figuresmentioning

confidence: 99%

“…This paradox can be partly explained by the change in the content of school curricula, and hence, by the type of educational regime that no longer champions the supremacy of white, Western elite highbrow culture. Instead, other forms of cultural expression -such as low-and middlebrow cultural products -also find their way into educational practices that increasingly focus on the lifeworlds of adolescents, offering pupil-oriented, 'out-of-school' literacies that fall outside of traditionally canonized authors and texts (Vacca, 2002). For example, in literary education, more popular literary genres like thrillers or crime fiction are being incorporated into courses and school curricula.…”

Section: Democratization Of Educationmentioning

confidence: 99%

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Cultural Participation, Trends in

Roose

Daenekindt

2015

International Encyclopedia of the Social &Amp; Behavioral Sciences

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This article focuses on trends in cultural participation. How have the extent and the way in which people consume culture changed? Research shows that participation in highbrow culture remains relatively stable, whereas the consumption of popular, commercial culture has increased since the 1970s. A number of societal developments drive these evolutions in cultural participation. Sociodemographic changes, most notably educational expansion, as well as the rise of the entertainment industry and the Internet boom, greatly affect the field of artistic production, mediation, and consumption. These changes result in the shifting, or, as some argue, the erosion of esthetic boundaries, and the rise of the cultural omnivoresomeone who participates in a variety of cultural activities -as provisional endpoints.

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“…Moreover, strategic readers are apt in coordinating information and observing their understanding. As acknowledged by Vacca (2002), strategic readers will use their previous learning before, during, and once they scan. whereas they're utilizing their previous data, they will confirm what's vital within the content, orchestrate, construe, raise queries, monitor understanding, and fix any faulty understanding.…”

Section: B Understanding What Strategic Readers Domentioning

confidence: 99%

Barriers in Teaching Reading to ELLs and Ways of Overcoming Those Obstacles

Sadeghi¹,

Izadpanah²

2018

JLTR

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Abstract-Reading is one of the language skills, which is imperative in English learning and the requirement for exploring the effect of instructional strategies on instructing reading to the students have elevated in recent years. The purpose of this study was to determine what knowledgable and expert teachers of ELLs in the junior high schools make out as the barriers to the reading accomplishment of English students and what are the methods for conquering those barriers. The information were gathered from 60 successful teachers who taught in junior high schools of Zanjan, Iran. The successful educators were identified based on student accomplishment using purposive sampling. A Likert scale was utilized for the questionnaire. The successful teachers sort effective instructional tactics in the five constituent of reading and had the capacity to set up supplementary instructional tactics, barriers, and ways they overwhelmed barriers in an open-ended question on the questionnaire. The study was mixed-method research, which, as stated by Isaac and Michael (1995), is utilized " to explain systematically the realities and the features of a given population or domain of interest, factually and precisely ". The open-ended questions of questionnaire were intended to gather data in regards to barriers and methods for overcoming barriers for instructing reading to English students The findings uncovered that the participants' thoughts regarding barriers and ways of overcoming those barriers in instructing reading to English students.

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Making a Difference in Adolescents' School Lives: Visible and Invisible Aspects of Content Area Reading

Cited by 36 publications

References 0 publications

Entertainment and Agriculture: An Examination of the Impact of Entertainment Media on Perceptions of Agriculture

Entertainment and Agriculture: An Examination of the Impact of Entertainment Media on Perceptions of Agriculture

Cultural Participation, Trends in

Barriers in Teaching Reading to ELLs and Ways of Overcoming Those Obstacles

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