Monday, August 6, 2007
Investigating the effects of vocabulary on the reading process
My work as part of the Learning Support unit has led me to a more realistic understanding of what it is that a reader needs to bring to the text to experience success. As I work in this area I am gaining a greater understanding of the both the expressive and receptive abilities of students and how these effect their reading and learning of literacy. Within my project I would like to further explore the use of vocabulary within the classroom. At the moment my ideas are around breaking open the talking and listening outcomes of the English syllabus using the backward mapping strategy. What do other people think? I am seeing evidence of talking and listening being the "poor cousin" of reading and writing.
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2 comments:
Toni, I happened upon a new resource in our Library, (what a fabulous resource center it is!!!),
called DESIGNING LEARNING For Diverse Classrooms. It is a PETA publication by Paul Dufficy.The early chapters talk about learning and language in early years and later the author explores activities that challenge students within the curriculum areas, while giving opportunities to practise talking and listening in a range of contexts. I think it is just what you might be looking for. I'll pass it on tomorrow
Fran
Toni,
Just a little observation. In everything I am seeing in the school there is a real power in giving the students an AUDIENCE for their learning. This may be a important point to consider as you look at talking and listening. Can we provide real life contexts?
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