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Effects of multilinguistic word study instruction on word reading and spelling in the first grade: increasing metalinguistic knowledge as an instructional goal
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Does Medium Matter? Examining Calibration Accuracy, Comprehension Performance, and Computer Familiarity among Adolescents
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In: ETD Collection for Fordham University (2021)
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A descriptive study on reading instruction provided to students with intellectual disability
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In: ISSN: 1744-6295 ; Journal of intellectual disabilities, Vol. 25 (2021) pp. 1-19 (2021)
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Language learners read comics: Background knowledge and perceptions of multimodal texts
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Benjamin, John D.. - : University of Hawaii National Foreign Language Resource Center, 2021. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2021
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Abstract:
When didacticizing a comics text for L2 instruction, teachers consider its content and appeal, potential difficulties in language and form, possible tasks and activities, and finally, ways comics can support existing instructional materials, especially the more traditional texts that have long constituted L2 curricula. What is lacking, however, are data on the background knowledge of form and content learners bring to comics texts in the classroom. Without this evidence, teachers are left to make assumptions about what needs to be explicitly taught and scaffolded in guiding learner comprehension of comics. To investigate learner background knowledge of comics and comics reading, this article presents a questionnaire study focusing on L2 learners’ previous reading experiences, knowledge, and views. It asks advanced university L2 German learners (n = 26) about their comics knowledge in terms of characters, form, plot, and themes to determine whether they possess the necessary schematic background knowledge for reading. It further studies whether learners consider comics as literature and if they regard the reading of these texts as an effective task in language courses. The results provide insight into L2 learners’ comics knowledge for instructors and comics scholars as well as a model for approaching other multimodal texts in L2 instruction.
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Keyword:
background knowledge; comics; L2 reading instruction; schema theory
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URL: http://hdl.handle.net/10125/69856
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Literacy in development discourse and practice: Comparative studies in Indonesia
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Storytelling Comes Alive: Preschoolers’ Development of Narrative Comprehension and Academic Language Within a Participatory Oral Storytelling Intervention
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Providing Performance Feedback to Paraeducators Implementing PALS
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Jones, Brian. - : eScholarship, University of California, 2020
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A QUALITATIVE STUDY OF THE STRATEGIES DUAL LANGUAGE TEACHERS EMPLOY TO DIFFERENTIATE READING INSTRUCTION IN THEIR CLASSROOMS ...
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書談閱讀教學對國小六年級學童閱讀動機與閱讀行為影響之研究 ; The Effects of Booktalk Reading Instruction on Reading Motivation and Reading Behaviors of Sixth Graders
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Exploring Teacher Perceptions of the Notice and Note Signposts: A Qualitative Case Study
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Exploring Relationships of Positive Reading Attitudes in Secondary English Classrooms across Missouri
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Correlations between Classroom Environment and Reading Skill Growth of Third Graders
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Maryland Educators’ Perceptions of Informational Reading and Nonfiction Writing Instruction during the Implementation of the Common Core State Standards
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Reported Literacy Engagement among Low-Income Parents and Their Children
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The integration of intensive and extensive reading instruction: its effects on Thai primary school students’ English reading ability ...
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Textrevisionen in der multilingualen Orientierungsstufe : TimO : Projektlaufzeit: 10.2016-09.2019 ... : Text revision in multilingual secondary schools ...
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