|
|
|
|
|
|
|
|
|
|
|
|
|
|
Trail 4 Dates 3/4 - 3/8 |
The Sedona Experience [Reading] Note: This is a short mini-trail |
|
 |
|
|
| Congratulations!
You have
completed the base camp experience trails one, two, and three.
In trail four we will cover reading. Before talking about the course goals, I want to explain a little bit about reading. |
||
|
What
is reading?
|
Reading is a mental process of interpreting written symbols. Facility in reading is an essential factor in educational progress, and instruction in this basic skill is a primary purpose of elementary education. It is now recognized as important to reinforce in middle grades and high school? |
|
|
When
did reading catch on?
|
The ability to read was not considered important for most laymen until sometime after Johann Gutenberg’s invention of the printing press (c.1450) and the Protestant Reformation, with its emphasis on individual interpretation of the Bible. Until that time reading was generally restricted to the clergy and certain members of the nobility. | |
|
Mechanically,
what happens in reading?
|
Physiological and psychological studies suggest that the process of reading is based on a succession of quick eye movements, known as fixations, across the written line, each of which lasts for about a quarter of a second. In each fixation more than one word is perceived and interpreted, so that a skilled reader may take in more than three words per fixation when reading easy material. Depending on the rate of fixations and the difficulty of the material, an adult can read and understand anywhere from 200 to 1,000 words per minute. | |
|
What's
the best way to teach reading?
|
There has been considerable difference of opinion about the best method of teaching children to read. By the end of the 20th cent. the educational concensus was largely that a combination of phonics, which emphasizes sound, and the whole-language method, which emphasizes meaning, is the most effective way to teach the skill. Most educators also agree on the importance of remedial work for students whose progress is impeded by impaired vision, faulty eye movements, developmental disabilities such as dyslexia, or personal handicaps resulting from poor teaching. | |
|
What
is the #1 mistake people make about whole language?
|
Thinking that the whole language movement wants to get rid of phonics instruction. This is madness! Everyone agrees that phonics instruction is critical. | |
|
Content
|
Literature Circles Discussion Diversity Reading Problems Reading Strategies |
|
|
Random
Neat Thing X 2
|
Sedona WebCam + Lesson Plan Generator | |
|
Advanced
Study
|
GRAY BOX | |
|
Iser is pronounced "Eezer" |
Who is Wolfgang Iser? Wolfgang Iser undoubtedly stands among the most prominent literary theorists of the late twentieth century. From his involvement in founding the innovative University of Constance in Germany in the late 1960’s, to his additional tenure as professor of English at the University of California at Irvine, Iser has explored how literature functions in the human experience. Iser’s contribution to literary theory began with his inaugural lecture at Constance in 1970, "Die Appellstruktur der Texte." Already the lecture prefigured what would shortly become known as his theory of "aesthetic response." Two related volumes soon followed, one critical (The Implied Reader, 1972) and one theoretical (The Act of Reading, 1976). These works provided a rigorous grounding for the paradigm shift of the late 1960’s in Germany that redirected the attention of literary theorists from the author to the reader. Instead of asking what the text means, Iser asks what the text does to the reader. His theory of response complements Hans Robert Jauss’ theory of reception. Significantly, Iser does not analyze actual readings of texts, but proceeds from an ideal "implied reader." For Iser, the reader does not mine out an objective meaning hidden within the text. Rather, literature generates effects of meaning for the reader in a virtual space created between reader and text. Although reader and text assume similar conventions from reality, texts leave great portions unexplained to the reader, whether as gaps in the narrative or as structural limits of the text’s representation of the world. This basic indeterminacy "implies" the reader and begs her participation in synthesizing, and indeed living, events of meaning throughout the process of reading. [Briticannica.com] |
|
|
Definitions
that are helpful for understanding reader response
|
GESTALT: A STRUCTURE,CONFIGURATION OR PATTERN OF PHYSICAL, BIOLOGICAL,OR PSYCHOLOGICAL PHENOMENA SO INTERGRATED AS TO CONSTITUTE A FUNCTIONAL UNIT WITH PROPERTIES NOT DERIVABLE FROM ITS PARTS IN SUMMATION. PHENOMENOLOGICAL: THE STUDY OF THE DEVELOPMENTOF HUMAN CONCIOUSNESS AND SELF-AWARENESS. VIRTUAL DIMENSION: THE COMING TOGETHER OF TEXT AND IMAGINATION. IDENTIFICATION: THE PROCESS OF ABSORBING THE UNFAMILIAR. |
|
|
What's Due @ the End of the Trail? Quiz + regular threaded discussion participation Check the Trail Guide for Quiz & Trail Dates
|
||
|
|
EE@ECU | Instructor |
|
|
|
|
