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ERIC Number: ED073414
Record Type: RIE
Publication Date: 1971
Pages: 15
Abstractor: N/A
Reference Count: 0
The Reader As Performer.
Gage, Thomas
This paper argues that there has been an overemphasis among reading and English teachers on the role of diagnosis, prescription, and testing for mastery of isolated skills. The result has been a short-term profit of increased scores on posttests, but a long-term sacrifice of students who are eager to read. The author suggests that the best method of teaching reading is to encourage children to trust their own responses to what they read. Rather than a managerial technique of reading instruction, an affective approach, stressing the importance of student reading motivation, is proposed. Reading should be taught as a kinetic experience--the teacher should not ask what a word or sentence means, but what it does. Reading, then, is a language sensitizing experience. Literature teaching should emphasize the interrelations between life and literature; it should not regard a literary work as an object to be studied, but rather as a process to be experienced. The author concludes that in order to excite a student to perform more actively in his reading, teachers must encourage curiosity in the student, rather than overstressing his ability to make sophisticated judgments. (Author/DI)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the National Council of Teachers of English (61st, Las Vegas, November 1971)