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People First Language in Middle and High Schools: Usability and Readability 初高中以人为本的语言:可用性和可读性

The Clearing House Pub Date : 1998-11-01 DOI: 10.1080/00098659809599607

Lorraine J. Guth, L. Murphy

{"title":"People First Language in Middle and High Schools: Usability and Readability","authors":"Lorraine J. Guth, L. Murphy","doi":"10.1080/00098659809599607","DOIUrl":"https://doi.org/10.1080/00098659809599607","url":null,"abstract":"A issue in the field of developmental disabilities is the language being used to refer to people with disabilities. According to Vash (1981), \"Words have the power to shape images of the referenced objects and their choice is important in building or breaking down stereotypes\" (22). Craig (1992) supported that contention: \"Language is the essence of culture and has the power to shape ideas and change perspectives\" (3). Thus, the language that people use is thought by some to shape attitudes in positive or negative ways. In middle and high school settings, there are many examples of how the language used affects attitudes. For example, children and adolescents are often labeled emotionally handicapped, profoundly mentally handicapped, learning disabled, visually impaired, and mentally retarded. When these words are used, whether verbally or in print, the child's whole being is defined by a disability. The terms do not adequately reflect the many other attributes of that person. This article will (a) discuss an alternative language style that focuses on the individual first, (b) present the results of a readability analysis, and (c) delineate ways in which the preferred terminology can be integrated into middle and high schools.","PeriodicalId":339545,"journal":{"name":"The Clearing House","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132586212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

Two Steps Forward, Three Steps Back: The Stormy History of Reading Comprehension Assessment 前进两步，后退三步:阅读理解评估的风暴史

The Clearing House Pub Date : 1998-11-01 DOI: 10.1080/00098659809599604

Loukia K. Sarroub, P. David Pearson

引用次数: 39

Remembering That Reading is "A Way of Happening.". 记住阅读是“发生的一种方式”。

The Clearing House Pub Date : 1998-11-01 DOI: 10.1080/00098659809599603

Sandra M. Murphy

{"title":"Remembering That Reading is \"A Way of Happening.\".","authors":"Sandra M. Murphy","doi":"10.1080/00098659809599603","DOIUrl":"https://doi.org/10.1080/00098659809599603","url":null,"abstract":"When I was just beginning graduate studies, I became enthralled by what for me was a new way of thinking about the transition that children make when they go to school to learn to read. At the time, I was reading articles that said that the move from the familiar and essentially oral world of the home to the literate world of the school was one that required a shift from interpretive strategies of daily discourse in favor of new \"logical\" and \"literal\" approaches to interpretation (e.g., Olson 1977; Olson and Hildyard 1983). In this view, learning to read and write required formal education in which children learned to decode and interpret what were then called \"autonomous\" texts-texts that were self-contained systems of words that supposedly carried meaning independently of the social contexts in which they existed-by learning about the conventions of written language, semantics, the forms of texts, and the regularities of alphabetic writing. They learned, that is, by focusing on the forms and structures of language. Although I didn't have any personal memories of learning to read (it seemed to have happened naturally before I went to school), I was enamored with what I was learning, in part because it seemed to explain to me why learning to read seemed to be so hard for some children. After all, studying abstract things like language demanded extraordinary powers. (I believed this, I now think, because at the time I was having troubles of my own struggling with language \"in the abstract\" in several courses on linguistics.) I was also immersed in reading about models of the reading process. At the time, only a few models included much of anything about emotions or feelings. One exception was a model proposed by Robert Ruddell (1976), who wrote about \"affective mobilizers\"-in other words, a reader's beliefs, values, and attitudes-and the way these \"mobilizers\"","PeriodicalId":339545,"journal":{"name":"The Clearing House","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116221007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

The Use of Children's Literature in Middle School Social Studies: What Research Does and Does Not Show 儿童文学在中学社会研究中的运用:研究表明了什么，没有表明什么

The Clearing House Pub Date : 1998-11-01 DOI: 10.1080/00098659809599609

W. D. Edgington

{"title":"The Use of Children's Literature in Middle School Social Studies: What Research Does and Does Not Show","authors":"W. D. Edgington","doi":"10.1080/00098659809599609","DOIUrl":"https://doi.org/10.1080/00098659809599609","url":null,"abstract":"or as long as people have been able to communicate orally, stories have served as the narrative of the past. Tales of the adventures of ancestors passed on from generation to generation were the primary way that people learned about their history. Eventually these accounts were put down in the written word as well. It is no wonder that the \"story\" was synonymous with \"history\" (Apostol 1982). One could reason therefore that stories, in today's form of historical fiction, biographies, nonfiction and poems, would be a logical way to teach social studies. This is not the case. When children today learn about the past in school, the \"story\" has been taken out of history. Instead they are subjected to receiving 75 percent to 90 percent of instruction based on textbooks (Miller 1987). Although arguably a valuable tool, a textbook cannot lend itself to the same sort of detail, passion, or interest that a story can generate. Why then are stories designed for the young learner (i.e., children's literature) not a staple in the social studies curriculum? Conventional wisdom says that children's literature (defined here as any non-textbook, including fiction) ought to be a viable mode of instruction and that children would respond favorably to its use. Conventional wisdom, however, is not an indication of what actually transpires in a social studies classroom or how students respond to instructional methods. To understand the extent of the use of children's literature in social studies, we must depend on research reports and explanatory materials that examine the incorporation of social studies and children's literature. Recent research concerning social studies and the use of children's literature has been inconclusive, although plenty of \"how to\" and \"why\" materials are available. Indeed, McGowan and Sutton (1988) found that the explanatory materials (\"how to\") constitute up to 68 percent of recent","PeriodicalId":339545,"journal":{"name":"The Clearing House","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1998-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132970874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 20

Teaching Writing with Reflective Questions and Reflective Events 用反思性问题和反思性事件教学写作

The Clearing House Pub Date : 1998-09-01 DOI: 10.1080/00098659809599379

T. Underwood

引用次数: 8

Collaborative Learning through High-Level Verbal Interaction: From Theory to Practice 高水平语言互动的协作学习:从理论到实践

The Clearing House Pub Date : 1998-09-01 DOI: 10.1080/00098659809599388

A. Chizhik

引用次数: 30

Searching under Surfaces: Reflection as an Antidote for Forgery. 在表面下搜索:反射作为伪造的解毒剂。

The Clearing House Pub Date : 1998-09-01 DOI: 10.1080/00098659809599383

Bonnie S. Sunstein