Floating on a sea of talk : Reading comprehension through speaking and listening

Journal article


Mills, Kathy A.. (2009). Floating on a sea of talk : Reading comprehension through speaking and listening. The Reading Teacher. 63(4), pp. 325-329. https://doi.org/10.1598/RT.63.4.8
AuthorsMills, Kathy A.
Abstract

Talk is the foundation for thought and understanding and the key to literacy learning. Research demonstrates that powerful metacognitive strategies can be taught to help students self-monitor their comprehension when reading print and digital texts. This article provides a repertoire of speaking and listening strategies to develop the metacognitive thinking of students in the elementary years.

إن الكلام أساس التفكير والفهم ومفتاح تعلم القراءة والكتابة وتُظهِر الأبحاث العلمية أن الإستراتيجيات القوية بصدد التفكير ما وراء المعرفة قد تُعلَّم لمساعدة الطلاب في القيام بمراقبة قهمهم بشكل ذاتي حين يقرؤون النصوص المطبوعة والرقمية. إذ تقدم هذه المقالة ذخيرة من إستراتيجيات المحادثة والاستماع من أجل تنمية تفكير ما وراء المعرفة لدى الطلاب في الصفوف الابتدائية.

谈话是思想和理解的基础,也是读写文化学习的关键要素。研究显示高效能的元认知策略可以教给学生,帮助他们在阅读印刷及数字文本时,能自我监察自己的阅读理解过程。本文提供一套说话与聆听策略,以培养学生在小学期间的元认知思维发展。

La parole est la base de la pensée et de la compréhension et la clé de l'apprentissage de la littératie. Les recherches montrent que l'on peut enseigner de puissantes stratégies métacognitives pour aider les élèves à piloter eux-mêmes leur compréhension quand ils lisent des textes imprimés ou numérisés. Cet article fournit un répertoire de stratégies à l'émission et à la réception pour développer la réflexion métacognitive des élèves pendant les années d'école élémentaire.

Беседа – основа мышления и понимания и ключ к развитию грамотности. Исследования подтверждают, что детей можно обучить мощным метакогнитивным стратегиям, чтобы помочь им контролировать собственный уровень понимания при чтении печатных и электронных текстов. В статье предложен целый ряд стратегий, связанных с говорением и аудированием, которые развивают метакогнитивное мышление младших школьников.

El habla es la base para el pensamiento y el entendimiento y es central a la alfabetización. La investigación ha mostrado que es posible enseñar estrategias metacognoscitivas importantes que ayudan a los estudiantes a supervisar su comprensión al leer textos impresos y digitales. Este artículo proporciona toda una gama de estrategias para hablar y escuchar que desarrollan el pensamiento metacognoscitivo de los estudiantes en los primeros grados.

Keywordscomprehension; imagery; listening; inferences; metacognition; predicting; prior; questioning; retelling; summarizing; text features; oral language; strategies; instructional; metacognitive; writing; mode; early childhood; childhood; early adolescence; article
Year2009
JournalThe Reading Teacher
Journal citation63 (4), pp. 325-329
PublisherInternational Literacy Association
ISSN0034-0561
Digital Object Identifier (DOI)https://doi.org/10.1598/RT.63.4.8
Scopus EID2-s2.0-75249092616
Open accessPublished as green open access
Page range325-329
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Author's accepted manuscript
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Open
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File Access Level
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Output statusPublished
Publication dates
Online09 Nov 2011
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Mills, Kathy. (2011). 'I'm making it different to the book' : Transmediation in young children's multimodal and digital texts. Australian Journal of Early Childhood. 36(3), pp. 56-65. https://doi.org/10.1177/183693911103600308
Inciting the social imagination to realizing the dream : An unfolding story of transformative action in a low- socioeconomic school
Mills, Kathy. (2011). Inciting the social imagination to realizing the dream : An unfolding story of transformative action in a low- socioeconomic school. 2011 Annual Meeting of the American Educational Research Association. New Orleans, LA 08 - 12 Apr 2011 American Educational Research Association. pp. 1-8
iPed pedagogy for digital text production
Mills, Kathy Ann and Levido, Amanda. (2011). iPed pedagogy for digital text production. The Reading Teacher. 65(1), pp. 80-91.
'Now I know their secrets' : Kineikonic texts in the literacy classroom
Mills, Kathy. (2011). 'Now I know their secrets' : Kineikonic texts in the literacy classroom. Australian Journal of Language and Literacy. 34(1), pp. 24-37.
Microblogging as a literacy practice for educational communities
Mills, Kathy and Chandra, Vinesh. (2011). Microblogging as a literacy practice for educational communities. Journal of Adolescent and Adult Literacy. 55(1), pp. 35-45. https://doi.org/10.1598/JAAL.55.1.4
The multiliteracies classroom
Mills, Kathy A.. (2011). The multiliteracies classroom Multilingual Matters.
“Filming in progress” : New spaces for multimodal designing
Mills, Kathy A.. (2010). “Filming in progress” : New spaces for multimodal designing. Linguistics and Education. 21(1), pp. 14-28. https://doi.org/10.1016/j.linged.2009.12.003
Shrek meets Vygotsky : Rethinking adolescents multimodal literacy practices in schools
Mills, Kathy. (2010). Shrek meets Vygotsky : Rethinking adolescents multimodal literacy practices in schools. Journal of Adolescent and Adult Literacy. 54(1), pp. 35-45. https://doi.org/10.1598/JAAL.54.1.4
Multiliteracies : Interrogating competing discourses
Mills, Kathy A.. (2009). Multiliteracies : Interrogating competing discourses. Language and Education. 23(2), pp. 103-116. https://doi.org/10.1080/09500780802152762
Transformed practice in a pedagogy of multiliteracies
Mills, Kathy A.. (2008). Transformed practice in a pedagogy of multiliteracies. Pedagogies: An international journal. 3(2), pp. 109-128. https://doi.org/10.1080/15544800801929419
Access to multiliteracies : A critical ethnography
Mills, Kathy Ann. (2007). Access to multiliteracies : A critical ethnography. Ethnography and Education. 2(3), pp. 305-325. https://doi.org/10.1080/17457820701547310
'Mr Travelling-at-will Ted Doyle' : Discourses in a multiliteracies classroom
Mills, Kathy A.. (2006). 'Mr Travelling-at-will Ted Doyle' : Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy. 29(2), pp. 132-154.
"We've been wastin' a whole million watchin' her doin' her shoes" : Situated practice within a pedagogy of multiliteracies
Mills, Kathy A.. (2006). "We've been wastin' a whole million watchin' her doin' her shoes" : Situated practice within a pedagogy of multiliteracies. Australian Educational Researcher. 33(3), pp. 13-33. https://doi.org/10.1007/BF03216840
Deconstructing binary oppositions in literacy discourse and pedagogy
Mills, Kathy. (2005). Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal of Language and Literacy. 28(1), pp. 67-82.