From Considerate to Challenging Texts
A Four‐Tiered Text Approach to Thematic Reading
Bibliographic Data
| ID | 15015669 |
|---|---|
| Authors | Minkyung Choi (0000-0003-2113-0376, corresponding author), Joseph N Todaro, Joseph Todaro |
| Year | 2022 |
| Volume | 65 |
| Issue | 6 |
| Pages | 457-467 |
| Publication date | 2022-05-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Adolescent & Adult Literacy (JOURNAL) |
| Journal identifiers | ISSN: 1081-3004 • E-ISSN: 1936-2706 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/jaal.1222 |
| OpenAlex | W4213305736 |
| Language | EN |
| References cited | 42 |
College students are expected to comprehend, analyze, and respond to texts that are often challenging, complex, and specialized. While the importance and value of reading in higher education is hardly disputed, postsecondary literacy frequently revolves around the reinforcement of rudimentary skills. Furthermore, the demands of writing instruction often push reading instruction to the side, leaving students to navigate texts on their own. Challenging texts necessitate a degree of background knowledge, without which active and robust engagement cannot be expected. By scaffolding texts in a way that progressively builds background knowledge, instructors can prepare students for complex texts and subsequently, academic discourse. The authors propose a four‐tiered approach to reading instruction for adult learners that consists of four text types: foundational, expansion, opposing point‐of‐view, and expert’s point‐of‐view. While designed for integrated reading and writing courses, the proposed model has implications for faculty across the disciplines
Academic writing · Linguistics · Literacy · Mathematics education · Pedagogy · Point (geometry · Reading (process · Value (mathematics · Computer Science · Discourse Analysis in Language Studies · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology
Thought and language.
Apprenticeship in Thinking
Chapter 1 Developing Socially Just Subject-Matter Instruction
Analysis of Expert Readers in Three Disciplines
The role of knowledge in discourse comprehension
Text, Role and Context
Consequential Transitions
Teaching Disciplinary Literacy to Adolescents
What Is Disciplinary Literacy and Why Does It Matter
Bridging the Pedagogical Gap
College Reading and Studying
Background Knowledge
Building Background Knowledge Through Reading
What Does It Take
Teaching and Learning Argumentative Reading and Writing
Comprehension in a Scenario-Based Assessment
Schema Theory and ESL Reading Pedagogy
Frameworks for Comprehending Discourse
Three Components of Background Knowledge in Reading Comprehension1
| Highly cited | No |
|---|