在发展性读写课程中运用学科方法阅读文学文本

Q2 Social Sciences

Journal of College Reading and Learning Pub Date : 2019-07-11 DOI:10.1080/10790195.2019.1631231

Jodi P. Lampi, J. P. Holschuh, Todd Reynolds, Leslie S. Rush

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引用次数: 8

摘要

这篇论坛文章讨论了以解读为目标的文学文本阅读的学科素养方法。学科扫盲方法假设扫盲任务和过程根据每个学科的要求、目标和认识论而有所不同，并且确定这些差异是为学生创造教学的关键。因此，我们阐述了一种学科方法，以帮助培养发展型读者的口译技能，同时通过英语语言艺术背景和设置中的文学文本进行工作。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Using Disciplinary Approaches for Reading Literary Texts in Developmental Literacy Courses

This forum article discusses using disciplinary literacy approaches for reading literary text targeting interpretation as a goal. Disciplinary literacy approaches make the assumption that literacy tasks and processes differ based upon the demands, goals, and epistemology of each discipline and that identifying these differences is key toward creating instruction for students. As such, we explicate a disciplinary approach to help build interpretation skills of developmental readers while working through literary texts within English language arts contexts and settings.

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来源期刊

Journal of College Reading and Learning Social Sciences-Linguistics and Language

CiteScore

1.60

自引率

0.00%

发文量

期刊介绍： The Journal of College Reading and Learning (JCRL) invites authors to submit their scholarly research for publication. JCRL is an international forum for the publication of high-quality articles on theory, research, and policy related to areas of developmental education, postsecondary literacy instruction, and learning assistance at the postsecondary level. JCRL is published triannually in the spring, summer, and fall for the College Reading and Learning Association (CRLA). In addition to publishing investigations of the reading, writing, thinking, and studying of college learners, JCRL seeks manuscripts with a college focus on the following topics: effective teaching for struggling learners, learning through new technologies and texts, learning support for culturally and linguistically diverse student populations, and program evaluations of developmental and learning assistance instructional models.