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This core gives that individual a certain style of being—and reading. Each reader uses the physical literary work plus invariable codes (such as the shapes of letters) plus variable canons (different "interpretive communities", for example) plus an individual style of reading to build a response both like and unlike other readers' responses.
The theory postulated that the degree of success in learning to read was dependent on factors such as: - language, dialects, orthographies, teaching cultures etc. As such it was necessary to compare the way children read across different countries so Downing promoted a field of study which became known as "Comparative Reading" and published a ...
Balanced literacy is a theory of teaching reading and writing the English language that arose in the 1990s and has a variety of interpretations. For some, balanced literacy strikes a balance between whole language and phonics and puts an end to the so called "reading wars". Others say balanced literacy, in practice, usually means the whole ...
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
An instructional theory is "a theory that offers explicit guidance on how to better help people learn and develop." [ 1 ] It provides insights about what is likely to happen and why with respect to different kinds of teaching and learning activities while helping indicate approaches for their evaluation. [ 2 ]
The narrative paradigm is generally considered an interpretative theory of communication. [20] It is an especially useful theory for teaching qualitative research methods. [21] Fisher’s theory has been considered for domains ranging from organizational communication to family interaction, to racism, and to advertising.
An example of the hugging strategy is when a student practices teaching a lesson or when a student role plays with another student. These examples encourage critical thinking that engages the student and helps them understand what they are learning—one of the goals of transfer of learning [24] and desirable difficulties.
Eve Kosofky Sedgwick built on Ricœur's theory to develop her ideas around "paranoid reading" and "reparative reading." [ 13 ] Sedgwick called on critics to abandon the "dramas of exposure" that so often motivate textual interpretation, and instead emphasize the various beneficial roles that texts can play within particular readers' lives. [ 14 ]