The Social Construction of Intertextuality and Literary Understanding: The Impact of Interactive Read‐Alouds on the Writing of Third Graders During Writing Workshop

Manak, Jennifer

doi:10.1002/rrq.001

Cited by 14 publications

(15 citation statements)

References 6 publications

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“…Hall, 2012;Raphael & Au, 2005). Clinical practice is certainly improved when we focus on helping students make connections (e.g., Applebee, Langer, Nystrand, & Gamoran, 2003;Diakidoy, Mouskounti, & Ioannides, 2011;Knickerbocker & Rycik, 2006;McKeown, Beck, & Blake, 2009;Ogle, 2010) and develop a metalinguistic and metacognitive repertoire for dealing with new academic challenges (Leland, Ociepka, & Kuonen, 2012;Manak, 2011;Sinatra & Broughton, 2011). I will move to a discussion of specific content and structural considerations next.…”

Section: Helping Students Connect Known and New Informationmentioning

confidence: 97%

“…Will this activity help students learn about narrative structure? Would it be more helpful to teach children about some of the differences between various texts' structure and function, an issue we will return to a bit later in this discussion (e.g., Connor et al, 2010;Damico, Baildon, Exter, & Guo, 2010;Manak, 2011;Ehren, Lenz, & Deshler, 2014)? The answers to these clinical questions are: No, No, and Yes.…”

Section: Challenging Traditionalism In Speech and Language Interventionmentioning

confidence: 98%

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Improving Clinical Practice: A School-Age and School-Based Perspective

Wallach

2014

LSHSS

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Reiterating some of Kamhi's notions, the author addresses gaps that exist between available and, often, exciting research in language, literacy, and current practices in schools. Professionals are challenged by the persistence of approaches and techniques that defy what they know about children and adolescents with language learning disabilities. Nonetheless, there are reasons to remain optimistic about the future.

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Section: Helping Students Connect Known and New Informationmentioning

confidence: 97%

Section: Challenging Traditionalism In Speech and Language Interventionmentioning

confidence: 98%

Improving Clinical Practice: A School-Age and School-Based Perspective

Wallach

2014

LSHSS

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“…In writing, for example, it can be to increase the students" effort to work [19]. They can do their best in doing the task, and when needed, they will revise it till they become sure that the task is valuable.…”

Section: Intertextuality As Motivating Strategymentioning

confidence: 99%

Intertextuality as the Strategy to Motivate Minangkabaunese Students to Do Learning Tasks

Yelfiza¹

2017

Proceedings of the Fifth International Seminar on English Language and Teaching (ISELT 2017)

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Abstract-Since most students currently feel neglected to do learning task seriously and honestly, lecturers of English should find strategies which might contribute to the process of learning. One alternative strategy is using intertextuality when communicating learning tasks. Therefore, this research investigated types of intertextuality reflecting the lecturers' hegemony on the students of Teacher Training and Education College, Indonesian Republic Teachers' Association called STKIP PGRI to do learning and why the intertextuality could increase their motivation to do learning tasks. To answer the research questions, she applied qualitative research with Critical Discourse Analysis (CDA). Data were collected by recording lecturers' discourses, and analyzed by coding, categorizing, interpreting, and reporting. Findings show that five types of intertextualitywere used by lecturers, depicted their hegemony on students. They include a claim, warning, sarcasm, challenge, and a parody. Intertextuality can cause the students to be motivated to do learning tasks, mainly if it directly touches their soul. However, if it hurts their heart, it will not be useful to motivate the students. Thus, it is suggested for lecturers and teachers not to use intertextuality which may hurt the students' feeling.

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“…The benefits of group dialogue or discussion have been well documented in literature Woolfolk [20]; Manak 2011 [5]. Students are directly involved and participatory learning is greatly enhanced.…”

Section: Introductionmentioning

confidence: 99%

Does Group Re-Group Strategies Impact on Students’ Texts Interpretation?

Ofodu¹

2012

LICEJ

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The main pursuit of the present paper is to examine the impact of group re-group strategies on students' texts interpretation. The focus of this study is on the use of two cooperative strategies in empowering learners to become effective readers.Using a pretest and posttest control group design through the reading comprehension test, the researcher tested the effect of the group re-group strategies on learners' ability to interpret texts. The result showed that there was significant impact of the Reciprocal Teaching Strategies (RTS) on students' text processing than the Think-Pair -Share Strategy and the conventional method of teaching reading in schools. The impact of the RTS was also noticed on students' level of interpretation which was closely followed by the TPSS. None of the strategy impacted on male or female students' text interpretation.

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The Social Construction of Intertextuality and Literary Understanding: The Impact of Interactive Read‐Alouds on the Writing of Third Graders During Writing Workshop

Cited by 14 publications

References 6 publications

Improving Clinical Practice: A School-Age and School-Based Perspective

Improving Clinical Practice: A School-Age and School-Based Perspective

Intertextuality as the Strategy to Motivate Minangkabaunese Students to Do Learning Tasks

Does Group Re-Group Strategies Impact on Students’ Texts Interpretation?

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