Textmasters: Bringing Literature Circles to Textbook Reading Across the Curriculum
A fifth‐grade science teacher and university researcher challenged the notion that textbook reading follows the same archaic formula: read the textbook and answer the questions at the end of the section. Together, they adapted literature circle roles to fit textbook structures, resulting in the stra...
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Published in | Journal of adolescent & adult literacy Vol. 53; no. 2; pp. 164 - 171 |
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Main Author | |
Format | Journal Article |
Language | English |
Published |
Oxford, UK
Blackwell Publishing Ltd
01.10.2009
International Reading Association |
Subjects | |
Online Access | Get full text |
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Abstract | A fifth‐grade science teacher and university researcher challenged the notion that textbook reading follows the same archaic formula: read the textbook and answer the questions at the end of the section. Together, they adapted literature circle roles to fit textbook structures, resulting in the strategy they call Textmasters. This article describes the strategy, along with the action research project that proves its efficacy in the content area middle school classroom.
تلخيص البحث: لقد تحدى معلم صف خامس علمي وباحث جامعي المفهوم بأن قراءة كتابة الصف تتبع نفس المعادلة القديمة: إقرأ الكتاب وأجب عن الأسئلة في نهاية القسم. وكيفا المعلمان أدوار حلقات أدبية لتناسب تراكيب كتابة الصف الأمر الذي أدى إلى إستراتيجية تمت تسميتها بـ((تكست ماسترز)) أي خبراء النصوص. إذ تصف هذه المقالة الإستراتيجية علاوة على مشروع البحث المنشط الذي يثبت فعاليته في سياق مجال المحتوى في صفوف المدرسة الإعدادية.
一位任教小学五年级科学科的教师与一位大学研究员,质疑课本阅读教学遵循同一陈旧公式这观念:首先阅读课本,然后回答章节末尾的问题。他们为切合课本结构所需,参照进行文学圈教学法时学生所分担的任务,一起编成了他们称之为「科学科文本阅读讨论主持人」这阅读教学策略。本文旨在描述该教学策略,并报告一项行动研究,以验证该教学策略在中学学科内容教室里所产生的效能。
Un professeur de sciences de cinquième année et un chercheur à l'université ont fait le pari que la lecture des livres de textes choisis suit une même formule archaïque: lire le manuel et répondre aux questions à la fin du passage. Ensemble, ils ont adapté les rôles des cercles de lecture pour s'ajuster à la structure du manuel, d'où a résulté une stratégie qu'ils ont appelé les maîtres textes. Cet article décrit cette stratégie, ainsi qu'un projet de recherche action qui met en évidence son efficacité pour les disciplines enseignées au collège.
Учитель естествознания, работающий с пятиклассниками, и ученый, работающий в университете, бросили вызов многовековому алгоритму: “прочитай учебник и ответь на вопросы по прочитанному”. Их ученики начали читать предметные тексты так, как это обычно делается в литературных кружках, и в результате возникла стратегия под названием “текст‐мастер”. B статье разъясняется сама стратегия и описано практическое исследование, подтверждающее ее эффективность для обучения различным предметам в средних классах школы.
Un maestro de ciencias de quinto grado y un investigador universitario ponen en tela de juicio la idea que la lectura de textos sigue la misma fórmula arcaica: Leer el texto y contestar preguntas al final de la sección. Juntos, ellos adaptaron los roles de círculos de lectura para conformarlos a la estructura del texto, resultando en una estrategia que denominaron Textmasters. Este artículo describe la estrategia junto con el proyecto de investigación que prueba su eficacia en el área de contenido del salón de clase a nivel intermedio. |
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AbstractList | A fifth‐grade science teacher and university researcher challenged the notion that textbook reading follows the same archaic formula: read the textbook and answer the questions at the end of the section. Together, they adapted literature circle roles to fit textbook structures, resulting in the strategy they call Textmasters. This article describes the strategy, along with the action research project that proves its efficacy in the content area middle school classroom.
تلخيص البحث: لقد تحدى معلم صف خامس علمي وباحث جامعي المفهوم بأن قراءة كتابة الصف تتبع نفس المعادلة القديمة: إقرأ الكتاب وأجب عن الأسئلة في نهاية القسم. وكيفا المعلمان أدوار حلقات أدبية لتناسب تراكيب كتابة الصف الأمر الذي أدى إلى إستراتيجية تمت تسميتها بـ((تكست ماسترز)) أي خبراء النصوص. إذ تصف هذه المقالة الإستراتيجية علاوة على مشروع البحث المنشط الذي يثبت فعاليته في سياق مجال المحتوى في صفوف المدرسة الإعدادية.
一位任教小学五年级科学科的教师与一位大学研究员,质疑课本阅读教学遵循同一陈旧公式这观念:首先阅读课本,然后回答章节末尾的问题。他们为切合课本结构所需,参照进行文学圈教学法时学生所分担的任务,一起编成了他们称之为「科学科文本阅读讨论主持人」这阅读教学策略。本文旨在描述该教学策略,并报告一项行动研究,以验证该教学策略在中学学科内容教室里所产生的效能。
Un professeur de sciences de cinquième année et un chercheur à l'université ont fait le pari que la lecture des livres de textes choisis suit une même formule archaïque: lire le manuel et répondre aux questions à la fin du passage. Ensemble, ils ont adapté les rôles des cercles de lecture pour s'ajuster à la structure du manuel, d'où a résulté une stratégie qu'ils ont appelé les maîtres textes. Cet article décrit cette stratégie, ainsi qu'un projet de recherche action qui met en évidence son efficacité pour les disciplines enseignées au collège.
Учитель естествознания, работающий с пятиклассниками, и ученый, работающий в университете, бросили вызов многовековому алгоритму: “прочитай учебник и ответь на вопросы по прочитанному”. Их ученики начали читать предметные тексты так, как это обычно делается в литературных кружках, и в результате возникла стратегия под названием “текст‐мастер”. B статье разъясняется сама стратегия и описано практическое исследование, подтверждающее ее эффективность для обучения различным предметам в средних классах школы.
Un maestro de ciencias de quinto grado y un investigador universitario ponen en tela de juicio la idea que la lectura de textos sigue la misma fórmula arcaica: Leer el texto y contestar preguntas al final de la sección. Juntos, ellos adaptaron los roles de círculos de lectura para conformarlos a la estructura del texto, resultando en una estrategia que denominaron Textmasters. Este artículo describe la estrategia junto con el proyecto de investigación que prueba su eficacia en el área de contenido del salón de clase a nivel intermedio. A fifth-grade science teacher and university researcher challenged the notion that textbook reading follows the same archaic formula: read the textbook and answer the questions at the end of the section. Together, they adapted literature circle roles to fit textbook structures, resulting in the strategy they call Textmasters. This article describes the strategy, along with the action research project that proves its efficacy in the content area middle school classroom. (Contains 2 tables, 1 figure, and 1 note.) [...] she taught four different classes of science during the day-ref lective of the middle school set-up of the school where she taught-but had only one set of science textbooks. [...] Mrs. Stelkan felt the same need that I did: textbook reading in the content areas needed a change. The Benefits of Group Work in Reading in the Content Areas Other researchers have employed literature circles in the content areas with trade books with positive results (Miller et al., 2007; Stein & Breed, 2004; Straits & Nichols, 2006). |
Audience | Grade 5 Middle Schools |
Author | Wilfong, Lori G. |
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Title | Textmasters: Bringing Literature Circles to Textbook Reading Across the Curriculum |
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