Differences

This shows you the differences between two versions of the page.

--- comprehension [2022/03/15 15:04] – [History of Reading Comprehension Research] 76.23.135.43
+++ comprehension [2022/11/18 19:32] (current) – [Early Childhood] jgmac1106
@@ Line 30: / Line 30: @@
 This line of work in reading comprehension research shares research in chess players from information processing theories studies. These chess studies compared the problem solving stategies of experts and novice players. Researchers then applied [[Expert Readers and Strategic Thinking]] to reading comprehension.
-Skills and strategies turn to repeated behaviors over time. We refer to these as dispositions. Taking a critical stance, for example, is a disposition. It can involve skills such as quickly identifying an author and strategies of comparing multiple sources to verify claims.
+Skills and strategies turn to repeated behaviors over time. We refer to these as dispositions. Taking a critical stance, for example, is a disposition. It can involve skills such as quickly identifying an author and strategies of comparing multiple sources to verify claims. Yet you have to read with that "critical eye." Dispositions and other affective influences are hard to measure and teach and therefore often get overlooked in curriculum.
 Recent research in disciplinary literacies suggest these dispositions may actually involve more encularated practices and that "comprehension" requires learning the ways of being of a specific discipline. Not simply understanding or comprehending a science text book but knowing how a scientist would use the concepts in their every day talk in a way that signifies membership.
@@ Line 45: / Line 45: @@
 Brown, and Cocking, 1999, pg 60). We know the literacy practices of many students do not reflect the learned strategies often taught in school. These practices are not less, but different (Au, 1980, 1993, 2007; Ball,1997; Moje et al., 2004). Since literacy is a cultural practice different cultures place different meanings on what it means to be literate and the process of literacy acquisition.
-===== In the Classroom =====
+===== Beyond Cognition. Culture and Meaning Making ====
+Beginning in the early eighties the cultural context of literacy. We know we utilize literacy practices for more than summarizing but as tools to mediate every day solutions to commerce, religion, war, and every aspect of humanity (Cole, 1996; Lee & Smagorinsky, 2000). Our definition of reading has long focused on the psychological processes involved (Snow, Burns, & Griffin, 1998).
+Anthropologists and ethnographers began to push for an expanded definition of literacy (Au, 1981, Heath, 1983; Street, 2000) that accepted multiple literacies (New London Group, 1996). We acquire literacy practices culturally and cultures assume that the literacy practices of school "get learned" (Gee, 1996).
+For many students reading curriculum gets "done" to them and they do not "do literacy". This in turns creates negative images of their identities as readers and writers which will haunt performance (Alvermann, 1996). Basically every student comes to school loving reading and writing, but the majority leave hating it. Why?
+Culture.
+Scholars have suggested that [[culturally proactive curriculum]] (Gay, 2000; Garcia & O'Donnell-Allen) will improve not just test scores but the literate lives of students.
+===== Early Childhood =====
+[[Comprehension in Early Child Classroom]] involves Meaning making across so many modalities and usually driven through play. Oral Language focuses on oral language development, rich dialogue, good story telling, and interaction with many books.
+==== In the Classroom ====
 ==== Strategy Instruction ====