3 edition of evaluation of extensive and intensive teaching of literature found in the catalog.
evaluation of extensive and intensive teaching of literature
Nancy Gillmore Coryell
|Statement||New York, Bureau of Publications, Teachers College, Columbia University, 1927.|
|LC Classifications||PR35 .C63 1972|
|The Physical Object|
|Pagination||vii, 201 p.|
|Number of Pages||201|
|LC Control Number||75176671|
A basic methodological distinction is drawn between intensive reading and extensive reading, and the different phases of a working extensive reading programme are described. After reporting on some classroom research and student data, questions of strategy training and bridging techniques are addressed. Book clubs: Promote a love for literature and a positive attitude towards reading; Nurture reflection and self-evaluation. Thoughtfully planned book clubs position learning in the hands of the students and provide discussion tools students can use as they work out their responses to the book. will be teaching grade school pupils. She.
• Intensive reading also enhances skimming and scanning skills TIPS FOR TEACHERS TIPS FOR TEACHERS QUIZ • Define Intensive Reading. • Give at least 4 of the 8 items/focuses. Okay, 3. • Do you think Intensive Reading is effective in teaching literature? Why or why not? We offer free, high-quality Teacher's Guides for more than of our books!. Our Teacher's Guides are developed by professional educators and offer extensive teaching ideas, curricular connections, and activities that can be adapted to many different educational settings.
Evaluation is by teacher observation and student self- evaluation. A spirit of playfulness and fun pervades the room. (Daniels, 18) The Literature Circle 6 Roles: There are 6 roles that can be assumed either by each of the book club member, and these roles are as follows. Extensive reading is known as 多読, or tadoku in Japanese. To try it, start with very easy books (ones with no more than two or three unknown words per page), and follow these principles.
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Extensive vs. Intensive Teaching of Literature the first English education study (Applebee, ; Bernard, ), concluding that extensive reading of literature is just as effective, and in some cases more effective, than the guided intensive study of a few great works for enhancing comprehension and analysis.
of literature. An evaluation of extensive and intensive teaching of literature; a year's experiment in the eleventh grade. An authoritative series drawing on the best available research and practice to present effective approaches to language teaching.
This comprehensive examination of extensive reading shows how reading large quantities of books and other materials can provide students with essential practice in learning to read as well as help them to develop a positive attitude towards reading 5/5(1).
Literature Review. This article argues for the need for both intensive and extensive reading in an EAP reading curriculum, and further argues that a Author: Cagri Tugrul Mart. Intensive properties and extensive properties are types of physical properties of matter.
The terms intensive and extensive were first described by physical chemist and physicist Richard C. Tolman in Here's a look at what intensive and extensive properties are, examples of them, and how to tell them apart.
children’s literature is meant for children, be it read, viewed or heard. She added that children want to derive fun from reading a book and there is a need for children’s book to teach good moral values. The CCL Program was implemented in the year as an intensive.
Building Vocabulary. Extensive reading helps to fill in the word gaps for students, so long as the text is engaging and easy. Alan Maley, former senior fellow in the Department of English Language and Literature of the National University of Singapore, says the only way for learners to gain repeated exposure to language is through extensive reading.
The characteristics of an extensive reading approach. Reading material Reading for pleasure requires a large selection of books be available for students to choose from at their level. Here, teachers can make good use of graded readers (books which have been written specifically for EFL/ESL students or which have been adapted from authentic texts).
This study was conducted to determine the teaching strategies used by the AB English teachers in teaching literature courses. It also sought the purposes and the processes on. In simple terms Extensive Reading is reading as many easy books as possible for pleasure, and can be contrasted with intensive reading which is slow, careful reading of a short, difficult text.
Day and Bamford (), Day (), Prowse (), and Maley ( and ) have identified a number of key characteristics of Extensive Reading in. You may find it useful to think in terms of three main reading strategies: scanning - looking through a text to find keywords and phrases that are likely to indicate the specific information that you are seeking, then reading just this piece of the text (situations 1 and 2 above) skimming - reading just those parts of a text that are most likely to indicate what the authors are talking.
However, in a survey of the literature on FL extensive reading, Brumfit () noted: (a) the role of the extensive reader in the curriculum has been surprisingly little studied (p. ); and (b) "the discussion of teaching methods is conducted at a low theoretical level if.
iii an evaluation of extensive and intensive teaching of literature; another year’s experiment in the eleventh grade By Matthew Mcconn and L.
Mcconn Abstract. Participants Procedures 4. Analysis of the data Evaluation of the results of the monthly exams Evaluation of the statistics of the UDS test 5. Discussion Results of the experiment and previous studies Reflections on the rationale of extensive reading in EAP 6.
Unlike extensive reading, the goal of intensive reading is not to read many texts for fluency, but rather to read a shorter piece of text to gain a deeper understanding of that text. Although reading comprehension can be one goal of intensive reading, its goals may include learning subject matter, vocabulary learning and studying the authors.
The study concluded that the extensive reading program led to more improvement in reading and listening comprehension than using set course books. Over the last two decades, as a result of globalization, language education has increasingly demanded the development of language competence from the perspective of language in use.
Nancy Coryell’s famous study titled “An Evaluation of Extensive and Intensive Teaching of Literature; A Year’s Experiment in Eleventh Grade” is considered the first major English education study, and attempts to determine which method is more effective at improving reading comprehension and appreciation of literature.
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Extensive writing is an informal writing style that could be on any topic or any writing style. Extensive writing is often for pleasure, while intensive writing is more formal. pleasure-oriented extensive reading.” (Hafiz & Tudor, p. 8) Hedge believes that extensive reading varies according to students’ motivation and school resources.
A well-motivated and trained teacher will be able to choose suitable handouts or activities books for the students. The Reading Teacher journal, for example, publishes a list. The two most important of reading styles are known as Intensive Reading and Extensive you learn to master the what, how, and why of these two manners of reading, you will have two extremely powerful tools in your language learning arsenal, which will fuel your ability to acquire vocabulary indefinitely.
Reading, despite being one of the four .Williams' top ten principles relate primarily to one approach to the teaching of reading, viz., intensive reading.
We would like to extend the discussion to extensive reading. Extensive reading, apart from its impact on language and reading ability, can be a key to unlocking the all-important taste for foreign language reading among students.Intensive/Extensive Reading Practice Literature is good for extensive and intensive reading.
Novels are good for extensive reading purposes. Students can be given a weak just to go through a novel without extensive use of dictionary. Such a practice will double up their reading speed and also encourage meaning guessing in reading.