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Reading Don't Fix No Chevys: Literacy in the…
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Reading Don't Fix No Chevys: Literacy in the Lives of Young Men (edició 2002)

de Michael Smith (Autor)

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1082200,594 (4)1
Grades 7-12   Winner of the 2003 NCTE David H. Russell Research Award   The problems of boys in schools, especially in reading and writing, have been the focus of statistical data, but rarely does research point out how literacy educators can combat those problems. That situation has changed.   Michael Smith and Jeff Wilhelm, two of the most respected names in English education and in the teaching of reading, worked with a very diverse group of young men to understand how they use literacy and what conditions promote it. In this book theyshare what they have learned.   Through a variety of creative researchmethods and an extended series of interviews with 49 young men in middle and high school who differ in class, race, academic achievement, kind of school, and geography, the authors identified the factors that motivated these young men to become accomplished in the activities they most enjoyed; factors that marked the boys' literate activities outside of school, but were largely absent from their literate lives in school. Their study questions the way reading and literature are typically taught and suggests powerful alternatives to traditional instruction.… (més)
Membre:SalesianumReligion
Títol:Reading Don't Fix No Chevys: Literacy in the Lives of Young Men
Autors:Michael Smith (Autor)
Informació:Heinemann (2002), Edition: 1, 248 pages
Col·leccions:C144 Books
Valoració:
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Reading Don't Fix No Chevys: Literacy in the Lives of Young Men de Michael W. Smith

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The authors conducted a study of boys and reading, focusing on a racially diverse group of 49 boys and tracking their reading interests and reactions. Although research on boys and literacy has highlighted general themes, the authors caution that individuality must be taken into account. They found the following "flow experiences" as key to inspiring/maintaining boys' interest in reading: a sense of control (provide choice!) and competence (suggest teachers frontload info before a reading, create relevance), challenge, clear goals and feedback (suggest creating displays, projects) and a focus on the immediate experience (social relationship with characters, engaging materials). They stress the importance of teachers rethinking they way they teach English/reading based on their study.
  Salsabrarian | Feb 2, 2016 |
Recommended by teachers involved with Club Bili, a boys reading group in an Alexandria middle school. Reports on their research with adolescent boys, finding that they would respond to inquiry-based instruction (where the students used their texts to get an answer to a problem), having choice, and being allowed to be social (working in groups). Raises a lot of ideas and concerns about how to better educate and why today's educators often don't engage students. ( )
  ChristianR | Jun 9, 2010 |
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Michael W. Smithautor primaritotes les edicionscalculat
Wilhelm, Jeffrey D.autor principaltotes les edicionsconfirmat
Newkirk, TomPròlegautor secundaritotes les edicionsconfirmat
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Grades 7-12   Winner of the 2003 NCTE David H. Russell Research Award   The problems of boys in schools, especially in reading and writing, have been the focus of statistical data, but rarely does research point out how literacy educators can combat those problems. That situation has changed.   Michael Smith and Jeff Wilhelm, two of the most respected names in English education and in the teaching of reading, worked with a very diverse group of young men to understand how they use literacy and what conditions promote it. In this book theyshare what they have learned.   Through a variety of creative researchmethods and an extended series of interviews with 49 young men in middle and high school who differ in class, race, academic achievement, kind of school, and geography, the authors identified the factors that motivated these young men to become accomplished in the activities they most enjoyed; factors that marked the boys' literate activities outside of school, but were largely absent from their literate lives in school. Their study questions the way reading and literature are typically taught and suggests powerful alternatives to traditional instruction.

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