ERIC Number: ED462680
Record Type: Non-Journal
Publication Date: 2001-Sep
Reference Count: N/A
Improving Literary Understanding through Classroom Conversation.
Langer, Judith A.; Close, Elizabeth
Why is it important to teach literary understanding? It is through reading, thinking, and discussing literature that students find alternative ways to gain knowledge and solve problems. Through sharing of understandings, they learn not only important content but also cognitive, critical, and social strategies needed for success in academic courses, work, and life. Living through a literary experience involves exploring meanings, interpretations, and perspectives while maintaining an openness to future possibilities. Intended for teachers and administrators, this booklet draws on the findings of the original study and the many publications it produced. The booklet begins with several short sections that provide background about the study's conclusions and mention some potential classroom strategies. The booklet's second half is devoted to actual classroom examples accompanied by explanations of how they illustrate the findings and the strategies. The booklet is divided into the following sections: Why Literature; Introduction; Building Envisionments; Enriching Literary Understanding; Supporting Envisionment Building; Including Struggling Readers in an Envisionment-Building Classroom; Instructional Scaffolding for Thinking and Discussing; Supporting Discussions That Develop and Extend Student Thinking; and More about Strategies To Improve Literary Understanding. (NKA)
Descriptors: Classroom Communication, Classroom Research, Classroom Techniques, Elementary Secondary Education, Learning Strategies, Reading Difficulties, Scaffolding (Teaching Technique)
National Research Center on English Learning and Achievement, University at Albany, State University of New York, 1400 Washington Avenue, Albany, NY 12222. Tel: 518-442-5026; Fax: 518-442-5933; e-mail: firstname.lastname@example.org; Web site: http://cela.albany.edu.
Publication Type: Guides - Classroom - Teacher; Guides - Non-Classroom; Opinion Papers
Education Level: N/A
Audience: Administrators; Teachers
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.