I
am ending this blog on past articles on the teaching of English that are still
relevant today. Not enough interest. RayS. .
Teaching English How To
Monday, June 11, 2012
Friday, June 8, 2012
Public Relations
Question: What is the
value of public relations in discussing reading/writing programs with the
public?
Answer/Quote: “Why are good
public relations essential to your reading and writing programs? If parents and
your public understand the programs, they will be much more likely to support
them…. Also, if parents understand and support your reading and writing
programs, their children will reflect their positive attitudes.” P. 738.
Quote: “Finally, be
ready to answer questions. Questions will arise, and can be answered, as you
provide information and services, but there are some additional things you can
do. You might consider publishing pamphlets that address aspects of the reading
and writing programs in your district. Titles for consideration may include:
‘What are the Reading/Writing Programs Like in Our School District?’ ‘How
Can You, As a Parent, Help at Home with
Reading and Writing?’ ‘Questions and Answers about Invented Spelling,’
‘Questions and Answers about Content Area Reading,’ etc. Make these pamphlets
available to each school,, Perhaps teachers could offer them during
parent-teacher conferences.” P. 739.
Comment: Another of my failures as K-12 English
supervisor—public relations. The preceding suggestions are good! RayS.
Title: Reading
Supervisors: Good Public relations: An Essential Ingredient.” Pat Hagerty. Journal of Reading (May 1989), 7388-739.
Thursday, June 7, 2012
Vocabulary in the Disciplines
Question: How can
vocabulary from different subject areas be used in an English class?
Answer: Teachers from
all subject areas give the English teacher basic words in their subject areas.
The teachers whittles the list to about 150 words.
Comment: Need to use a variety of methods to
introduce the words and to reinforce their meanings. One thing is for sure: the
meanings need to be reduced to one, two or three words to help in remembering
them. Interesting idea. RayS.
Title:
“Cross-Curriculum Word for a Day.” S Switzer. Journal of Reading (October
1991), 150.
Wednesday, June 6, 2012
College Remediation
Question: How can you
blunt the negative feelings about a remediation course at the college level?
Answer: Use materials
from the students’ prospective field of study, including magazines, journals,
and books from the field of study.
Comment: Could be difficult to manage, but if
students bring materials from their field of study, might be workable. For
example, a project might be developed in which students analyze a textbook,
journal and magazine articles in the field, types of writing required. Sounds
like an interesting idea that will need some managing. RayS.
Title: “Integrating
Study and Business Curricula for a City College Reading Course.” GM Seidman. Journal of Reading (October 1991), 149-150.
Tuesday, June 5, 2012
Reading Aloud
Question: How can I
interest students in reading by reading aloud, regardless of grade level?
Answer/Quote: “When reading
aloud, I stop in midsentence and begin the day’s work without reference to or
explanation of the reading….”
Comment: That’ll get them thinking. Pick an
interesting passage from a book and read it aloud. It will also cause them to
ask questions about the book. Interesting idea. RayS.
Title: “Amazing What
Can Happen When You Read to Them.” Petey Yung. Journal of Reading (October
1991), 148-149.
Monday, June 4, 2012
Reading Strategies
Question: What are the
effects of teaching students reading strategies?
Answer/Quote: “Comprehension
difficulties are often related to readers’ failure to participate actively in
the reading process. Teaching students to become more strategic when they read
increases their understanding of important textual information, as well as
their motivation.” P. 132.
Comment: Students feel as if they are more in control
of what they are doing when they have strategies for preparing themselves for
reading, as in the FLIP strategy (Friendliness, Language, Interest, and Prior
Knowledge) for assessing the difficulty of a reading assignment in a content
area (Schumm and Mangrum), for dealing with difficult material, for helping to
remember key vocabulary words, etc. A strategy is not a skill; It’s a method
for dealing with a situation in reading or writing or spelling, etc. RayS.
Title:
“Self-Questioning and Prediction: Combining Metacognitive Strategies.” TE
Nolan. Journal of Reading (October 1991), 132-138.
Friday, June 1, 2012
Adult Illiterates
Question: what do we
need to consider when working with adult illiterates?
Answer/Quote: “The individual
who is illiterate is part of a system within the family and society and cannot
be considered in isolation…. That person has failed to learn to read and any
attempt to teach him or her must address the failure and resulting anxiety and
loss of self-esteem. What s/he experienced in attempting to learn to read,, any
special efforts that were made to help the individual, how the person has
compensated for not being able to read, what efforts were made to hide the
inability to read, and how that affected the person’s life academically,
socially and emotionally are critical factors in determining the psychological
scars the individual carries into adulthood because of the inability to read.”
P. 126.
Comment: I’m not suggesting that a person who has not
been trained in working with adult illiterates try it as an amateur. I’m just
alerting my readers to the complexity of the problem. RayS.
Title: “The Use of an
Educational Therapy Model with an Illiterate Adult.” MJ Scully and CL Johnston.
Journal of Reading (October 1991), 126-131.
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