回顾诵读：鼓励学生参与文本的教学策略
原文作者 Vanessa Morrison, Lisa Wlodarczyk
摘要：
关键词：诵读； 教学策略；小学
朗读过程的好处
诵读对文学的学习有巨大的好处。诵读是一种教学实践，它需要教师、家长与其他的辅助人员，来对着学生示范诵读。朗读者需要将音高，声调，节奏，音量，停顿，眼神交流与问题等诸多变量完美配合，来创造一个流畅且令人愉悦的诵读。文本诵读是一个重要的活动，它丰富知识框架，这个知识框架同时也可以反过来更好地指导诵读。Trelease假设诵读是一个强有力的方式，对于儿童识字来说。一些研究人员和从业者已经证明朗读练习在阅读不同领域发展的重大影响。Klesius和 Griffith认为，朗读经验能够增加学生词汇量的发展，促进理解的成长。他们还指出，它能够增加阅读的欲望，在为了成功获取阅读与写作知识的同时。
朗读能够建立和支持孩子们的听说能力，提高他们的整体语言发展。Trachtenburg 和 Ferruggia 在高朗诵者诵读后，检测了他们语言发展的影响，认同了上述观点。两人都声称他们的学生通过听故事、朗读故事发展了丰富的语言基础，增强了理解单词的能力。
作为一种交易过程的诵读
朗读是从打印材料中获取信息的过程。从历史上看，意义只存在于文本里。然而，Rosenblatt改变了这个认知，当她指出，诵读是一种交易过程。这种交易理论认为，朗读者必须与文本交流，来获取文本中所蕴含的意义。根据这种交易的观点，意义不仅存在于文本中，它还存在于读者朗读的过程中。事实上，当朗读者与文本进行交流的时候，意义才会发生。同时，这种交互观点也认为，意义产生于社会交流的过程。
此外，当读或者听文本的时候，读者或听者与文本互相交流，来创造意义。这种理论建构了理解策略，包括知识获取、建构联系、回答问题、概括问题以及呈现二选一观点。使学生意识到这些不同的知识资源是必要的，因此，我们必须教学生如何去适应大量不同的策略，来增加他们朗读和聆听的能力。研究人员认为，动机是一个最高的预测者，关于学生是否能用有意义的方式来解读文本。一个读者的动机，包括朗读情况的环境，文本的挑选，高兴趣材料的诵读。
此外，因为朗读是一种社会活动，去寻求社会合作，作为策略实践的一部分，这对我们来说是重要的。许多研究声称，同学交互式合作对于认知发展来说是有利的，甚至是必要的。大量的研究发现了，学生能够从交互式合作中获取更多的知识，相对于独自学习，或者是教师主导型的学习来说。同辈合作学习是一种教学性的实践，能够使我们达到学习目的。
促进参与文本的理由
教师需要创造一系列的情景，去拓展学习文学的机会。然而，使得学生去听朗诵，而后参与文本相关的活动，是一种维持朗读集中在学习目标上的最佳环境。在一个相关的拓展活动之前，或者在一个朗诵活动之后，学生能够通过文本来联系他们已经学习过的知识。为了帮助学生成为专业的朗诵者与思考着，教会他们系列的有效的诵读策略，是必要的，比如说诵读前、诵读中、诵读后的技巧，或者如何去听一个文本诵读。
研究者和教师认为，拓展活动作为朗读的一部分，是很好的时间，因为它能够提供一种有益的语境，学生能够通过它去看看语言的魅力。文本细读需要思考与反馈，这能够加强理解。因此，使用认知资源能够加强文本理解。
与一年级学生建立联系
在诵读文本时，专业诵读者会联系联系大量学过的知识，来建构文本的意义。其中的一个知识，就是图式。图式理论认为，诵读是一个活跃的过程，它联系新旧知识。基于图式理论，我们能得知，听众能使用已有知识框架和内容，来理解新的知识。此外，越是囊括了一个话题、想法，或者概念的已有知识，越能够简单地理解新文本中关涉的新话题、想法或者概念。
建立联系是一个更有效的方式，来鼓动学生去积极地参与文本。一些专家，比如说king或者Morrison声称，学习会在学生建立联系的过程中增强。King和他的同事在同辈互动学习的研究中证明，推动思考的问题强迫学生将新旧知识相联系，Morrison的研究证明了，当学生联系已有知识的时候，他们对文本的理解加强了。
因此，理解能力会在学生建立新旧知识联系的时候增强。这些研究阐述了三种联系，文本与自身的联系，文本与文本的联系，文本与世界的联系。文本与自身的联系包括建构诵读文本与一些个人经验、已有知识或者理解的联系，比如说，一个文本有关于分享活动，而诵读者拥有一个相似的经验。文本与文本的联系，就是新文本与已读过的文本之间的联系，比如说新诵读的文本中有一些要素，是在旧文本中出现过的。文本与世界的联系，就是文本中反映的内容，在现实中的大千世界中曾经发生，比如说历史事件，与历史教科书，学生被教育前辈们曾有过的经历。文本与自身的联系是第一层次的联系，其次是文本与文本之间的联系，最高层次的是文本与世界的联系。随着诵读策略的教授，将流程模型化是必要的，接下来的建议能够作为一个向导：
1、教会学生建立文本与自身的联系，当他们通过文本想起一些自身经验的时候。
2、教授学生，你正在向他们展示一种策略，这种策略能够帮助他们诵读或者聆听文本。
3、引导活动，通过挑选诵读材料，以及撰写你自己的诵读教学笔记。
4、聚集学生，告诉他们在诵读或者建立文本与自身联系的时候，注意看和听。
5、大声诵读，将你建立的联系模型化。
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策略参与能够增强意义理解
策略对于学习效率来说，是应该批判性地来看待的，这一点获得了广泛的认同。一些人认为知道一种策略应该怎么使用，在什么情况下去使用，是很重要的，这能够提升学生的理解能力。因为理解信息是诵读文本的一个要素，教会高效率的策略来处理大量的信息，是必要的。虽然一些学生的思考可能会显得比较简单，但我们应该看到，鉴于他们的年龄以及发展水平，这些思考仍然是重要的，是珍贵的。他们的回答使我们看到他们是如何来思考的。当学生使用策略来诵读文本的时候，比如说三人一小组讨论，他们理解能力增强了。
此外，小组合作能够促进思考，它能够培养学习诵读材料的兴趣。还有的是，诵读材料是作为一种辅助手段来服务的，它使得学生将大量的生活经验与学习目标相联系。诵读、建立联系，是一种很强的技术，来支撑年幼的学生成功踏入学习的过程。
外文文献出处：The Reading Teacher
附外文文献原文
Revisiting Read-Aloud: Instructional Strategies That Encourage Studentsrsquo; Engagement With Texts
Vanessa Morrison, Lisa Wlodarczyk
Benefits of the Read-Aloud Process
The read-aloud process has enormous benefits to literacy learning. Read-aloud is an instructional practice where teachers, parents, and caregivers read texts aloud to children. The reader incorporates variations in pitch, tone, pace, volume, pauses, eye contact, questions, and comments to produce a fluent and enjoyable delivery. Reading texts aloud is the single most important activity for building the knowledge required for successful reading (McCormick,1977).
Trelease (2001) postulated that reading aloud is a powerful way to engage children in the literacy process. Several researchers and practitioners have demonstrated the significant impact of the read-aloud practice in different areas of reading development(Barrentine, 1996; Sipe, 2000). Klesius and Griffith(1996) concurred and explained that the read-aloudexperience increases studentsrsquo; vocabulary development and comprehension growth. They also noted its potential to increase motivation to want to read while building the knowledge necessary for the successful
acquisition of reading and writing.
Reading aloud to children builds and supports their listening and speaking abilities and enhances
their overall language development (Barrentine, 1996; Sipe, 2000). Trachtenburg and Ferruggia (1989)agreed after they examined the impact of oral language development through the shared book experience with high-risk beginning readers. Both claimed their students developed a rich language base and came to understand the power of words by listening to stories, reading stories, and responding to stories through a variety of engagement activities.
Reading as a Transactional Process
Reading is obtaining meaning from printed material (Graves, Juel, amp; Graves, 2006). Historically, it was held that meaning resided exclusively in the text. However, Rosenblatt (1978) changed this perception when she posited that reading is a transactional process. The transactional theory maintains that the reader must transact with the text to make meaning. According to the transactional view, meaning does not reside in the text itself nor can meaning be found just with the reader; in fact, it is when the two transact that meaning occurs. Also, the transactional view further indicates that meaning is derived from the context of a given social interaction (Almasi, 1996).
Additionally, when reading or listening to text, the reader or the listener draws on several interacting knowledge sources to make meaning (Anderson,1994). These knowledge structures include comprehension strategies, such as prior knowledge (Pearson,Hansen, amp; Gordon, 1979), making connections (King,Staffieri, amp; Adelgais, 1997), question answering, question generating, and presenting alternative perspectives (Chan, Burtis, Scardamalia, amp; Bereiter, 1992). It is essential to make students awar
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Revisiting Read-Aloud: Instructional Strategies That Encourage Studentsrsquo; Engagement With Texts
Vanessa Morrison, Lisa Wlodarczyk
Benefits of the Read-Aloud Process
The read-aloud process has enormous benefits to literacy learning. Read-aloud is an instructional practice where teachers, parents, and caregivers read texts aloud to children. The reader incorporates variations in pitch, tone, pace, volume, pauses, eye contact, questions, and comments to produce a fluent and enjoyable delivery. Reading texts aloud is the single most important activity for building the knowledge required for successful reading (McCormick,1977).
Trelease (2001) postulated that reading aloud is a powerful way to engage children in the literacy process. Several researchers and practitioners have demonstrated the significant impact of the read-aloud practice in different areas of reading development(Barrentine, 1996; Sipe, 2000). Klesius and Griffith(1996) concurred and explained that the read-aloudexperience increases studentsrsquo; vocabulary development and comprehension growth. They also noted its potential to increase motivation to want to read while building the knowledge necessary for the successful
acquisition of reading and writing.
Reading aloud to children builds and supports their listening and speaking abilities and enhances
their overall language development (Barrentine, 1996; Sipe, 2000). Trachtenburg and Ferruggia (1989)agreed after they examined the impact of oral language development through the shared book experience with high-risk beginning readers. Both claimed their students developed a rich language base and came to understand the power of words by listening to stories, reading stories, and responding to stories through a variety of engagement activities.
Reading as a Transactional Process
Reading is obtaining meaning from printed material (Graves, Juel, amp; Graves, 2006). Historically, it was held that meaning resided exclusively in the text. However, Rosenblatt (1978) changed this perception when she posited that reading is a transactional process. The transactional theory maintains that the reader must transact with the text to make meaning. According to the transactional view, meaning does not reside in the text itself nor can meaning be found just with the reader; in fact, it is when the two transact that meaning occurs. Also, the transactional view further indicates that meaning is derived from the context of a given social interaction (Almasi, 1996).
Additionally, when reading or listening to text, the reader or the listener draws on several interacting knowledge sources to make meaning (Anderson,1994). These knowledge structures include comprehension strategies, such as prior knowledge (Pearson,Hansen, amp; Gordon, 1979), making connections (King,Staffieri, amp; Adelgais, 1997), question answering, question generating, and presenting alternative perspectives (Chan, Burtis, Scardamalia, amp; Bereiter, 1992). It is essential to make students aware of these different knowledge sources; thus we must teach students how to apply a variety of strategies to promote their ability to read and listen. Researchers indicate that motivation is a top predictor of whether students will engage with texts in meaningful ways. A readerrsquo;s motivation can include the context of the reading situation, choice in text selection, and reading of high-interest material (Guthrie amp; Wigfield, 2000; Pressley, 2006).
Furthermore, because learning is a social activity, it is important for us to allow social collaboration as part of our instructional practice (Baker et al., 2000; Guthrie, 2004).Numerous studies claim that peer interactive learning is conducive and perhaps essential to cognitive development. Findings from a large body of studies show that students learn more through peer collaborative learning approaches compared with learning in isolation or teacher-dominated instruction (Slavin,1983). Peer collaborative learning is an educational practice where peers interact with one another to achieve learning goals (DeLisi amp; Golbeck, 1999).
Rationale for Promoting Engagement With Texts
Teachers can create a variety of situations to extend opportunities for literacy learning; however, having students listen to a read-aloud then participate in an engagement activity relevant to the text is one context in which to keep conversation focused on a target learning goal. A related extension activity before,during, or after a read-aloud can help students connect or extend their prior knowledge to the text being read and discussed (Hoyt, 1999). To help students become proficient readers and thinkers, it is necessary to teach them a handful of highly effective literacy
strategies, such as techniques to use before, during,and after reading or listening to a text and various ways to monitor their understanding as they read or listen to a text.
Researchers and classroom teachers advocate that engaging students in extension activities as part of a read-aloud is good practice because the read-aloud event provides a beneficial context for students to see how language works (Cunningham amp; Allington, 2007; Gunning, 2010). Engaging with text requires active thinking and reflecting, which enhances comprehension; therefore, activating and making use of cognitive resources can enable understanding of texts.
making Connections in First Grade
When reading a text, proficient readers activate numerous interacting knowledge sources to construct meaning of the message. One of these knowledge sources is schema, which is the stored body of knowledge one already has in memory. Schema theory maintains that reading is an active process, whereby readers construct new ideas and concepts based on their prior knowledge (Anderson, 1994).
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