Teaching Textual Conversations: Intertextuality in the College Reading Classroom

Armstrong, Sonya L.; Newman, Mary Anne

doi:10.1080/10790195.2011.10850339

Cited by 24 publications

(8 citation statements)

References 14 publications

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“…Textbooks used in these courses center on such skills, which are typically taught in isolation (Perin, 2013). This kind of “transmission” approach can lead students to use passive, surface-level strategies; they are unable to view reading as a conversation with the text and have difficulty adapting their reading strategies to the variety of task demands of college (Armstrong & Newman, 2011).…”

Section: Teaching Literacy To Underprepared Postsecondary Studentsmentioning

confidence: 99%

“…(We use the terms contextualized and disciplinary interchangeably here.) This approach gives students an opportunity to practice reading the type of materials and engage in the literacy tasks that they will encounter in the rest of their college courses (Armstrong & Newman, 2011). Disciplinary reading strategies may be taught to college students ranging widely in literacy proficiency (Hynd, Holschuh, & Hubbard, 2004), but here we will discuss this approach as used with underprepared students.…”

Section: Teaching Literacy To Underprepared Postsecondary Studentsmentioning

confidence: 99%

“…Armstrong and Newman (2011) suggest a model of intertextuality that includes explicit instruction to promote active reading, main idea identification, vocabulary development, and learning and studying of skills for application to a range of history texts, including primary and secondary sources, in a developmental reading course. They provide a description of the practical application of intertextuality in both community college and university settings, where students met in groups to discuss perspectives on topics drawn from the history texts they were using, used charts and graphs to represent the various authors’ views, and wrote paragraphs and essays.…”

Section: Teaching Literacy To Underprepared Postsecondary Studentsmentioning

confidence: 99%

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Teaching Academically Underprepared Postsecondary Students

Perin

Holschuh²

2019

Review of Research in Education

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Only 25% to 38% of secondary education graduates in the United States are proficient readers or writers but many continue to postsecondary education, where they take developmental education courses designed to help them improve their basic academic skills. However, outcomes are poor for this population, and one problem may be that approaches to teaching need to change. This chapter discusses approaches to the teaching of academically underprepared postsecondary students and how teaching might be changed to improve student outcomes. A wide variety of approaches is reported in the literature, including teaching of discrete skills, providing strategy instruction, incorporating new and multiple literacies, employing disciplinary and contextualized approaches, using digital technology, and integrating reading and writing instruction. However, the field has yet to develop a clear theoretical framework or body of literature pointing to how teaching in this area might improve. Based on our reading of the literature, we recommend directions for future research that could inform changes in the teaching of underprepared students at the postsecondary level.

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Section: Teaching Literacy To Underprepared Postsecondary Studentsmentioning

confidence: 99%

Section: Teaching Literacy To Underprepared Postsecondary Studentsmentioning

confidence: 99%

Section: Teaching Literacy To Underprepared Postsecondary Studentsmentioning

confidence: 99%

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Teaching Academically Underprepared Postsecondary Students

Perin

Holschuh²

2019

Review of Research in Education

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“…Of course, both types of modeling would make more sense to students if instructors supplied background information about the text to be modeled. Instructors can do this by furnishing students with short complementary texts and audiovisual materials that illuminate the main texts' key ideas (Armstrong & Newman, 2011).…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

Reading Strategies and Academic Success: The Case of First-Semester College Males

Poole

2016

Journal of College Student Retention: Research, Theory & Pr

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Research has shown that males often struggle with the demands of college, one of which involves comprehending academic texts. Many males, however, do understand course readings and are successful students. Unfortunately, little is known about how successful and struggling college males differ in their use of reading strategies, the effective use of which is vital for academic text comprehension. The following study aimed to fill this gap by analyzing first-semester college males’ strategy use and investigating whether it was related to academic success. The results were similar to other studies of college students’ strategy use and suggest that many males are unwilling or unable to use certain strategies. In addition, a small number of significant correlations between strategy use and academic success were found. Explanations for such results and pedagogical interventions to help first-semester college males better use reading strategies are considered.

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“…Bu çalışmada okuma eylemini daha etkin hale getirmek için Etkili Kitap Okuma Çalışmaları ve Kitap Çağrışımları: EKOÇ Tekniği adlı bir uygulama yapılmıştır. Bu uygulamada öğrencilerin tam anlamıyla metinlerarasılık yapması ve bunun yanında okutulan kitaplara uygun bir kitabı ya da başka tür eserleri hatırlaması, metinlerarasılık (Edmunds, 2001;Armstrong ve Newman, 2011;Byhring ve Knain, 2016) ya da çağrışımlarını yapmaları beklenmiştir. Çağrışım, çeşitli etkenler arasında yer ve zamana bağlı olarak zihinde oluşan bilgi ve beceriler arasında bağ kurup bilinçte yer alan kavramların birbirini çekmesi olarak tanımlanmaktadır (Lawton, 2011;Barchard, 2013;Ilyas, 2013;Kong, 2014;Chen ve Shan, 2015).…”

Section: Introductionunclassified

Effective Reading Studies and Book Associations: Ersa(ekoç) Technique

Batur¹

2017

ijla

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Reading habits are discussed in many parts of the world. Although there are many methods and techniques applied to the students to gain this habit, there are many studies that show that they cannot reach the desired level. In this context, it is necessary to systematically apply the book reading habits within a certain program. In this study, in order to improve the attitudes of the students towards reading, it is aimed to reveal the associations of books or films that the candidates have already read and the books taught to the Turkish Teacher candidates. This study is descriptive and in the screening model. In this study, Seksen Günde Devri Alem, La Fontaine Masalları, Billur Köşk Masalları, Define Adası, Pinokyo, Yalnız Efe and Falaka were taught to students. As a result of the study, it is observed that there are 106 associations in totally, in particular it has been observed that the books were taught by the girls were more connoting than the male students. When you look at the books that make the most associations, it has been determined that Billur Köşk Masalları and La Fontaine Masalları were made association nineteen books, Yalnız Efe was made association five movies and at the same time at least associative books are Treasure Island (9 books were made associations), Falaka (9 books were made associations), Yalnız Efe(9 books were made associations) and at least movie associative book is The Define Adası (1 movie was made association).

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Teaching Textual Conversations: Intertextuality in the College Reading Classroom

Cited by 24 publications

References 14 publications

Teaching Academically Underprepared Postsecondary Students

Teaching Academically Underprepared Postsecondary Students

Reading Strategies and Academic Success: The Case of First-Semester College Males

Effective Reading Studies and Book Associations: Ersa(ekoç) Technique

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