Meaning Making In Text
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Author | : Louise Michelle Rosenblatt |
Publisher | : Heinemann Educational Books |
Total Pages | : 196 |
Release | : 2005 |
Genre | : Education |
ISBN | : |
This book brings together some of Rosenblatt's most important work, essays from the 1930s through the 1990s that explore the breadth and depth of her theory.
Author | : S. Starc |
Publisher | : Springer |
Total Pages | : 200 |
Release | : 2015-05-05 |
Genre | : Education |
ISBN | : 113747730X |
Meaning Making in Text presents new insights into forms of communication in a range of contexts: cultural, linguistic, multimodal and educational. The thirteen chapters are all linked theoretically by advances in Systemic Functional Linguistics (SFL).
Author | : Eric Gould |
Publisher | : |
Total Pages | : 534 |
Release | : 1989 |
Genre | : Language Arts & Disciplines |
ISBN | : |
Author | : S. Starc |
Publisher | : Springer |
Total Pages | : 315 |
Release | : 2015-05-05 |
Genre | : Education |
ISBN | : 113747730X |
Meaning Making in Text presents new insights into forms of communication in a range of contexts: cultural, linguistic, multimodal and educational. The thirteen chapters are all linked theoretically by advances in Systemic Functional Linguistics (SFL).
Author | : Developmental Studies Center (Oakland, Calif.) |
Publisher | : |
Total Pages | : |
Release | : 2003-07-30 |
Genre | : Language arts (Elementary) |
ISBN | : 9781576214190 |
Is designed to help the teacher make informed instructional decisions and track students' reading comprehension and social development as they teach the Making Meaning lesson. Consumable.
Author | : Kathy Collins |
Publisher | : Heinemann Educational Books |
Total Pages | : 0 |
Release | : 2015 |
Genre | : Education |
ISBN | : 9780325050928 |
It's vital that we support young children's reading in ways that nurture healthy reading identities, that foster an attraction to books and a love of reading, and that teach them how make meaning in any text they choose, whether or not they can read the words. -Kathy Collins and Matt Glover What do we see when young children interact with books before they can read the words? Kathy Collins and Matt Glover see real reading, characterized by purposeful meaning-making and opportunities for reading growth and language development. "One of our biggest hopes," write Kathy and Matt, "is to help you see and value all of the powerful work young children do as readers." With I Am Reading you'll see that fostering what little ones do before they can read the words is important early instruction. Kathy and Matt show how to nurture, nudge, and instruct young readers to make meaning in any text, whether or not they are reading the words. They share: observation guides for children reading any kind of book specific descriptions of language and independence development sample reading conferences and whole-class minilessons suggestions for creating reading opportunities in preschool and reading workshops in K-1 action plans to get you going 25 online video clips of children making meaning and teachers supporting them. I Am Reading pairs two important voices in early literacy to remind us that we're teaching children, not reading levels. "In the rush toward ever higher reading levels in the early years," write Kathy and Matt, "we may fail to value the strategy use and high-level thinking children do before they are reading conventionally." Join Kathy and Matt and look anew at your young readers so you can provide the kind of support that gets them off to a great start.
Author | : Gordon Wells |
Publisher | : Multilingual Matters |
Total Pages | : 357 |
Release | : 2009 |
Genre | : Education |
ISBN | : 1847691986 |
The Meaning Makers traces the language and literacy development of a large, representative sample of children from age 1 to 10, quoting liberally from observations made at home and at school. Setting the findings of the study in the context of recent research, it offers suggestions for improving children's opportunities for learning.
Author | : Michelle A. McSweeney |
Publisher | : Routledge |
Total Pages | : 130 |
Release | : 2018-05-30 |
Genre | : Language Arts & Disciplines |
ISBN | : 135139195X |
This book provides a comprehensive linguistic exploration of textism use by bilingual young adults, illustrating the function of alternative and creative linguistic features and their role in conveying tone through text. Drawing on a corpus of nearly 45,000 text messages donated by bilingual young adults in New York City, this volume explores the ways in which the use of texting features such as ‘lol,’ emojis, abbreviations, and acronyms is systematic and essential. In part, toward the aim of exposing the tensions bilinguals face navigating a platform that preferences monolingual language practices, the book highlights creativity as a means of both constructing meaning and performing identity for bilingual youths. These findings are extended to explore the role texting plays in communication and identity construction in contemporary society more generally. This volume extends the boundaries of emerging research on language and digital communication, and will be of particular interest to graduate students and scholars in computer-mediated communication, pragmatics, and new media.
Author | : Kathy L. Schuh |
Publisher | : Springer |
Total Pages | : 215 |
Release | : 2016-10-20 |
Genre | : Education |
ISBN | : 9402409939 |
This book documents those first links that students make between content they learn in their classrooms and their prior experiences. Through six late-elementary school case studies these knowledge construction links are brought to life. The links of the students are often rich in describing who these individuals are, where they are in their learning process, and what is meaningful to them. Many times, these links point to what has been learned, both in and out of school, and the contexts when and where that learning took place. The mind as rhizome metaphor was used to guide the development and interpretation of the studies while the lens of Peircian semiotics provides an interpretation for these initial links. The resulting grounded theory is presented through a rich and extensive presentation of excerpts from classroom observations, student interviews, and a student writing activity and describes the varying types of student links, how the links were prompted, the relationships between what the students were learning and what they already knew, and specific types of in-school links. The narrative includes how these links were supported or inhibited in the classroom drawing on the roles of the teachers in the classrooms and what constituted authority sources of information in those classrooms. Before exploring the students’ linking as a process of ongoing semiosis and how this process is part of a dynamic system, a study of the relationship between student knowledge links and achievement is shared. This rich narrative will be of interest to scholars and practitioners alike, and includes an extensive appendix documenting the research methods.
Author | : Kenneth Goodman |
Publisher | : Routledge |
Total Pages | : 187 |
Release | : 2016-01-22 |
Genre | : Language Arts & Disciplines |
ISBN | : 131733101X |
What is reading? In this groundbreaking book, esteemed researchers Ken Goodman, Peter Fries, and Steven Strauss, explain not only what reading really is but also why common sense makes it seem to be something quite different from that reality. How can this grand illusion be explained? That is the purpose of this book. As the authors show, unraveling the secrets of the grand illusion of reading teaches about far more than reading itself, but also about how remarkable human language is, how the brain uses language to navigate the world, what it means to be human. Each author brings a different perspective, but all share a common view of the reading process. Together they provide a clear and surprising exposition of the reading process, in which they involve readers of this book in exploring the ways they themselves read and make sense of written language while their eyes fixate on fewer than 70 percent of the words in the text. In addition, the authors engage in a cross-disciplinary discussion about how readers use the brain, eyes, and language in reading. The different perspectives provide depth to the authors’ description of reading. The information presented in this book will be new to many teachers, researchers, teacher educators, and the public alike. The final chapter draws on the understandings from the book to challenge the treatment of reading and writing as school subjects and offers the basis for supporting literacy development as a natural extension of oral language development.