Beyond Reading

Literary culture has become a form of popular culture over the last fifteen years thanks to the success of televised book clubs, film adaptations, big-box book stores, online bookselling, and face-to-face and online book groups. This volume offers the first critical analysis of mass reading events and the contemporary meanings of reading in the UK, USA, and Canada based on original interviews and surveys with readers and event organizers. The resurgence of book groups has inspired new cultural formations of what the authors call "shared reading." They interrogate the enduring attraction of an old technology for readers, community organizers, and government agencies, exploring the social practices inspired by the sharing of books in public spaces and revealing the complex ideological investments made by readers, cultural workers, institutions, and the mass media in the meanings of reading.

Assemblies recognize the difference between a lector who simply reads and one who truly proclaims the Word of God. They perk up and take special notice when they sense that the lector has worked to get inside the text, to express the meaning authentically, and to draw them into the story. Douglas Leal has spent decades as a lector, lector trainer, actor, and director. He knows how to coach lectors beyond reading so they can become proclaimers of the Word. The conversational, spirited style of the book recreates the sense of a live training session with the author. In a magazine format, with running text surrounded by boxes that focus on a particular subjects and techniques, a tool from the actor’s toolbox, or an encouraging story from the world of acting, the book presents a wealth of wisdom and practical instruction that can carry a lector far beyond basic training. Chapter by chapter, Leal guides lectors to Understand their role as sacred storytellers Learn how to study the text closely: understand its style; notice its literary devices; consider its context in the Bible, the liturgical year, and the lectionary; use Scripture resources to arrive at its meaning; practice the text; and pray it Work with their voice: articulation, tempo, rhythm, pauses, volume, and inflection Develop comfort with nonverbal skills: eye contact, posture, and facial expression Choose an intention appropriate to the text and responsive to the needs of the community Understanding and expressing the true emotional content of the text Staying focused on the text, cultivating authenticity and humility, and seeking feedback Overcoming nervousness, mistakes, colds, and other unexpected problems Developing a plan for practice and preparation

"An important collection of original articles, so full of insight that summarizing them seems an impossible task....The research is exciting and engaging." - American Historical Review

Why does someone pursue a career in teaching? Many may believe that it is because of summer vacations, Thanksgiving, Christmas and Easter Breaks, all the Monday holidays that make for short work weeks, the “easy” hours, and the “great” pay and benefits. Some may believe that it is easy to stand in front of a group of young people and motivate them to reach down and grab onto as much knowledge as they can to help them become the best that they can be. Some may just have a field of interest that they were inspired to learn and want to share that with young people, but there is more than the Reading, Writing, and Arithmetic that makes up a teacher, and the rewards don’t always come in money or benefits. This compilation of true stories takes education and the life of Educators way past the scope and realm of the 3 “R”s.

Buku ini menjelaskan tentang materi Bahasa Inggris yang dijelaskan dengan bahasa yang mudah dipahami dan dimengerti.

What cognitive processes and skills do children draw on to make meaning from text? How are these capacities consolidated over the course of development? What puts some learners at risk for comprehension difficulties? This authoritative volume presents state-of-the-science research on the behavioral and biological components of successful reading comprehension. Uniquely integrative, the book covers everything from decoding, fluency, and vocabulary knowledge to embodiment theory, eye movements, gene–environment interactions, and neurobiology. The contributors are prominent investigators who describe their methods and findings in depth and identify important implications for the classroom.

This book investigates children's use of language and considers its implications for children's learning at home and at school. The author compares the language used by children from different social environments at the ages of three, five and seven and considers the different approaches that children take towards their school experiences. The book discusses the problems of studying children's use and development of language and in doing so looks at the implications of a number of theories. It uses theory in order to establish a useful framework which will help teachers to become aware of the skills that children have established in using language when they come to school.

Packed with enriching ideas for all educators, this guide summarizes the key areas of the Reading First program to provide a comprehensive understanding of its components.