Removing the Word 'Reluctant' from 'Reluctant Reader'
| Autor: | Bill Mollineaux, Sharon A. Stringer |
|---|---|
| Rok vydání: | 2003 |
| Předmět: |
Cultural Studies
Linguistics and Language History media_common.quotation_subject Language barrier Language and Linguistics Session (web analytics) Creative problem-solving Reading comprehension Anthropology Reading (process) Pedagogy Learning disability ComputingMilieux_COMPUTERSANDEDUCATION medicine Time management Peer pressure medicine.symptom Psychology media_common |
| Zdroj: | The English Journal. 92:71 |
| ISSN: | 0013-8274 |
| DOI: | 10.2307/3650460 |
| Popis: | edge of developmental psychology in order to design effective reading programs that change reluctant readers' attitudes? Knowing how educational practices meet healthy developmental needs of teenagers is valuable to teachers, parents, librarians, and adolescents because it will assist all of us on our journey toward self-actualization. Reluctant readers are a diverse group. For some youth, reading difficulties may be intertwined with factors such as cultural background, language barriers, learning disabilities, emotional disturbances, family disruption, teenage pregnancy, fear of failure, and peer pressure. These problems may occur with other stressors such as school transitions, low self-esteem, poor time management, and depression. We believe that we can help students who have the ability but do not possess the desire or the inclination to read. One very useful framework for viewing the problems of reluctant readers is that difficulties offer opportunities for students and teachers. This idea crystallized after our NCTE session when we discovered Mariolina Salvatori's work on "difficult pedagogy." A Carnegie Scholar who teaches English at the University of Pittsburgh, Salvatori proposes that instead of seeing problems as mistakes or signs of ineptitude, we can view difficulties as opportunities for growth and transformation (84) in students and teachers. During her classes, Salvatori writes notes on the blackboard in order to capture what students say about the problems they are having while reading a particular text (85). Troubles are explored because they provide a starting point for meaningful interpretations. Question and answer sessions enable teachers and students to tackle together problems of understanding. This method helps everyone to perceive the difficulties and then devise strategies to improve reading comprehension. As a primer for creative problem solving, undergraduates also write "a difficulty paper" for each reading assignment. Salvatori's dynamic model will assist teachers and reluctant readers at any age. Her framework also dovetails with Lev Vygotsky's views on teaching as a social process. His concept of scaffolding is |
| Databáze: | OpenAIRE |
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