Relevant bibliographies by topics / Didactic knowledge of reading

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Didactic knowledge of reading'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Didactic knowledge of reading"

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Carmo, Fernanda Maria Almeida do, José Airton de Oliveira Faustino, Maria Vanísia Mendonça de Lima, Milínia Stephanie Nogueira Barbosa Felício, Hermínio Borges Neto, and Gilberto Santos Cerqueira. "Didactic Contract from the Perspective of the Theory of Didactical Situations." International Journal for Innovation Education and Research 8, no. 7 (2020): 123–34. http://dx.doi.org/10.31686/ijier.vol8.iss7.2460.

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The phenomena related to the mathematical teaching and learning process have a significant and direct influence on the construction of knowledge and studying these issues is of interest to the theory developed by Guy Brousseau, called Theory of Didactical Situations. When dealing with the relations established between student, knowledge and teacher, Brousseau presents those that are specific, explicitly and implicitly, of the relationship between teacher and students, as well as their influences on the teaching and learning process, defining, for this, the Didactic Contract, which consists of the set of behaviors that the teacher expects from the student and the student from the teacher. With this, the following question arose for this work: What is the relevance of the Didactic Contract when designing teaching sequences with input in the Theory of Didactical Situations? The objective was, then, to carry out an integrative review in order to systematize information present in scientific articles about the Didactic Contract in the perspective of the Theory of Didactical Situations. A search for works was carried out in the databases Scielo, Google Scholar and Portal de Periódicos CAPES/MEC through the descriptors "Didactic Contract" and "Theory of Didactical Situations", with the following exclusion criteria: works not related to the theme and book, theses, dissertations and monographs. That is, only papers of the scientific article type were chosen. A total of one hundred and seventy-seven works were obtained as an initial result, of which thirteen were repeated. After reading the abstracts and adopting the exclusion criteria, sixteen articles remained, of which nine responded to the elaborated question. With the research, it was found, in the period consulted, a limitation of publications that deal specifically with the Didactic Contract and, in spite of that, it was concluded that the Didactic Contract is a very important element in a teaching and learning situation, because it can favor or cause an obstacle in the acquisition of new knowledge by the student.
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Stock, Kathleen. "Knowledge from Fiction and the Challenge from Luck." Grazer Philosophische Studien 96, no. 3 (2019): 476–96. http://dx.doi.org/10.1163/18756735-09603015.

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In order for true beliefs acquired from reading fiction to count as knowledge proper, they must survive ‘the challenge from luck’. That is, it must be established that such beliefs are neither luckily true, nor luckily believed by readers. The author considers three kinds of true belief a reader may, she assumes, get from reading fiction: a) those based on testimony about empirical facts; b) those based on ‘true in passing’ sentences; and c) those beliefs about counterfactuals one may get from reading a ‘didactic’ fiction. The first group escape the challenge from luck relatively easily, she argues. However, things turn out to be more complicated with the second group. The author examines Mitchell Green’s suggestion, effectively, that knowledge of fictional genre may see off the challenge from luck here, but rejects this in the form presented by Green, adapting it substantially to offer beliefs of this kind a more promising escape route. The author finishes by following Green’s lead once again, and discussing the category of ‘didactic’ fiction, as he calls it. She argues that any true beliefs about counterfactuals gained from such fictions are likely to be lucky. The author concludes however that things are much more promising for any true beliefs gained about oneself as a result of engaging with what Green calls an ‘interrogative’ fiction.
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Castro-Rodríguez, Elena, and Luis Rico. "Knowledge of preservice elementary teachers on fractions." Uniciencia 35, no. 2 (2021): 1–20. http://dx.doi.org/10.15359/ru.35-2.10.

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In this paper, we studied the knowledge on didactic contents reflected by future elementary teachers when answering questions related to teaching and learning fractions. Following a qualitative methodology, specifically a case study, 9 senior pre-service elementary teachers were interviewed using a structured approach. The topic was presented to the subjects using a narrative they had previously written on how to initiate the concept of fractions with school children. After reading it, they were asked questions regarding task design, learning objectives, and mistakes and difficulties. Results identified two trends in the participants’ knowledge: a procedural or technical trend in which the stated knowledge emphasizes procedures, processes, or action modes, and a conceptual or cognitive trend in which the stated knowledge emphasizes the functional understanding of fractions and their relationships. As a conclusion, it is essential that initial teacher training emphasizes mathematical as well as didactic contents.
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Kazuša, Irina. "DIDACTIC MODEL BASED ON PRINCIPLES OF CRITICAL THINKING." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 20, 2020): 350. http://dx.doi.org/10.17770/sie2020vol1.4943.

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In Rīga Stradiņš University chemistry study process is developed by researching different pedagogical approaches and didactic models and their application methods in order to filter out the least effective ones. The aim of this research is the development of a didactic model of the medical chemistry course. As a result of this research, it was concluded that the most suitable didactic model is the one based on principles of critical thinking. Critical thinking principles behind this didactic model are purposefulness, information selection and analysis, critical reading and note-making, fundamental regularity spotting and awareness of one's own knowledge limitations. These principles raise their level of individual work culture by emphasizing responsibility for their choices and decisions are taken and also develop dialogue culture and tolerant attitude towards others. Suitability of methods based on critical thinking principles and their combinations depend on reachable goals. Reading, lectures, and the use of online resources are effective for obtaining knowledge, solving problems and involving students in the cognition process but are less suitable for developing skills and gaining experience. Discussions and practical exercises, on the other hand, are suitable for gaining study experience and developing skills and reflection. By mastering critical thinking principles, students learn to understand the specific situation from different aspects, to generalize and to carry over understanding from familiar situations to new.
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Cencelj, Zvonka, Boris Aberšek, Andrej Flogie, and Metka Kordigel Aberšek. "METACOGNITIVE MODEL FOR DEVELOPING SCIENCE, TECHNOLOGY AND ENGINEERING FUNCTIONAL LITERACY." Journal of Baltic Science Education 19, no. 2 (2020): 220–33. http://dx.doi.org/10.33225/jbse/20.19.220.

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Science, technology and engineering functional literacy should be developed purposely in the school system – like any other competence, it does not develop spontaneously. For this purpose, a didactic model, the Metacognitive Model for Developing Science, Technology and Engineering Literacy (McM_T&E), was developed. Apart from acquiring knowledge and skills from the field of technology and engineering, the McM_T&E is equally focused on developing functional literacy in the field of technology and engineering, as well as in the field of science, through the development of students’ metacognitive knowledge about reading strategies for reading STE explicatory texts and for reading manufacturing instructions. The McM_T&E was implemented in a Technology and Technique’ (T&T) class, grade six, in Slovenia. Results show that focusing on science, technology and engineering literacy in Technology and Engineering classes by using the McM_T&E model increases the students’ science, technology, and engineering functional literacy, which is a fundamental competence in the 21st century. Keywords: functional literacy, metacognitive didactic model, science functional literacy, technology, engineering functional literacy.
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Piankovska, Iryna V. "Ubungstypen zum Leseverstehen im Fremdsprachenunterricht." Освітній вимір 54, no. 2 (2020): 84–97. http://dx.doi.org/10.31812/educdim.v54i2.3871.

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The paper deals with the problem of selecting the types of reading comprehension exercises in a foreign language lesson. It dentifies the role of reading as a receptive skill and one of the main competences in learning a foreign language. Distinctive differences between an exercise and a task as didactic forms of teaching and their importance in the formation of speech competences have been established. Modern approaches to the typology of exercises have been analyzed depending on the learning goals and receptive or productive types of speaking activity. The main types of exercises aimed at developing communicative language competences include receptive, reproductive, reproductive-productive, productive, closed- and open-type exercises, content- and form-oriented exercises. The scientific paper argues that textual competence is a component of language competence in modern didactics, and reading is defined not only as a receptive process, but also as an interactive and constructive process, since the information obtained from the text is related to one’s own knowledge and experience, on the basis of which new knowledge is acquired. It is also emphasized that the process of working with a text consists of three main stages: pre-text, text, and post-text stages, each providing the corresponding types of exercises or tasks. The scientific paper argues that textual competence is a component of language competence in modern didactics, and reading is defined not only as a receptive process, but also as an interactive and constructive process, since the information obtained from the text is related to one’s own knowledge and experience, on the basis of which new knowledge is acquired. It is also emphasized that the process of working with a text consists of three main stages: pre-text, text, and post-text stages, each providing the corresponding types of exercises or tasks. The scientific paper argues that textual competence is a component of language competence in modern didactics, and reading is defined not only as a receptive process, but also as an interactive and constructive process, since the information obtained from the text is related to one’s own knowledge and experience, on the basis of which new knowledge is acquired. It is also emphasized that the process of working with a text consists of three main stages: pre-text, text, and post-text stages, each providing the corresponding types of exercises or tasks.
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Petrova, Daina. "READING TEACHING WITH THE HELP OF SOUND GESTURES FOR PRIMARY SCHOOL CHILDREN WITH MENTAL DEVELOPMENT DISORDERS." Education Reform: Education Content Research and Implementation Problems 2 (December 31, 2019): 114. http://dx.doi.org/10.17770/er2019.2.4233.

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The native language, its skills, understanding and sense are important to every member of society, it puts thinking, communicating, and text creating into order, and it indicates to educatedness. Literacy as a key skill in everyday life is essential for acquiring and implementing the nowadays’ life skills.There are situations where pupils have not yet acquired reading skills for several years, and the issue becomes topical on how to teach to read in their age and form group, and at different levels of psychological development. One of the options is to start intensive reading learning with the help of sound gestures, where each sound or letter is represented by a gesture. This approach allows pupils starting to read and understand what they read.The purpose of the study is to research the literature on reading learning possibilities and to develop didactic materials for reading teaching with the help of sound gestures for the primary school children with mental development disorders.Study methods: literature analysis, document study, observations, questionnaire, data collection and statistical processing.Based on theoretical knowledge and analysis of literature, the author of the paper has developed didactic materials for reading teaching with the help of the sound gestures for the primary school children with mental development disabilities. Taking into account the principles of special pedagogy and speech therapy, the process of reading teaching with the help of sound gestures focuses on the difficulty levels during reading, deliberate avoidance of difficulties.The research includes the seven primary school children with mental development disorders and three teachers from the mentioned school, 30 respondents from different educational institutions.At the conclusion of the research, evaluating the effectiveness of the didactic material developed, it was concluded that it is possible to contribute to reading teaching through sound gestures for the primary school age children with mental development disorders.
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Shaffer, Fred, and Judy Crawford. "BCIA Certification Exams—A New Look at This Standard." Biofeedback 40, no. 2 (2012): 43–46. http://dx.doi.org/10.5298/1081-5937-40.2.1.

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For the Biofeedback Certification International Alliance (BCIA), assessment is the culmination of a learning process that begins with didactic training that is guided by Blueprints of Knowledge and Core Reading Lists. The references in the BCIA Core Reading Lists help applicants master the learning objectives of the Blueprint and are the source of the exam questions. BCIA certification exams test entry-level knowledge that is relevant to the current practice of biofeedback. Applicants can now take exams in both paper/pencil and online formats. BCIA encourages applicants to use the Blueprints as roadmaps to guide their study, to read the Core references, and to take advantage of their mentors' experience. The quality of the applicants, the excellence of didactic programs, and the careful construction of the exams have resulted in pass rates that exceed 70%. BCIA believes that the applicant's journey, not passing the certification exam, is the best metric for measuring success. BCIA has achieved its mission in the time before the professionals arrive at their testing site.
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Norling, Martina. "Video Recording as a Method for Swedish Preschool Teachers to Analyze Multilingual Strategies." World Journal of Educational Research 7, no. 1 (2020): p109. http://dx.doi.org/10.22158/wjer.v7n1p109.

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This participatory action research study draws attention to how fifteen preschool teachers develop didactic strategies by using video recording as a method for performing critical and didactic analyses. The overall aim is to develop didactic strategies and knowledge to support multilingual children’s emergent literacy development in Swedish preschools. The starting point for a participatory action research, is action learning and a pragmatic orientation. The approach focuses on human development in an organization where action research is a tool for learning. This study employs a mixed-methods design where qualitative data were analyzed and derived from the preschool teachers’ written reflections related to their video-recorded activities and support of the analysis tool Social Language Environment-Domain, SLE-D (Norling, 2015a). The results show didactic strategies that are related to multilingual children’s interests, strategies that support multilingual children’s empowerment and strategies that challenge multilingual children’s reading and writing processes.Continuing research suggests paying attention to the conditions of multilingual children in preschool education. This entails a long-term effort where action research engages preschool teachers to develop their beliefs into sustainable knowledge, in which video recording can serve as a method for preschool teachers to analyze multilingual strategies.
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Leibrandt, Isabella Monika. "The Confrontation With the Stranger and Intercultural Considerations in the Travel Report." International Journal of Curriculum Development and Learning Measurement 1, no. 2 (2020): 66–78. http://dx.doi.org/10.4018/ijcdlm.2020070105.

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This article draws on a teaching experience in the form of a literary conversation in a German as a foreign language class and presents didactic approaches to the travel report The Walk from Rostock to Syracuse by F.C. Delius. As it thematises the motif of the educative journey as a longing for education and freedom, the work is analyzed in a close relation to the genre of the Bildungsreise based on classical models such as the Italian journey of Seume and Goethe. The literary educative journey leads the learners into a wider contextual knowledge as traveling in times of the German separation. As educative aspects of the reading, strangeness and aesthetic experience are taken into reflection by adopting different didactic methods such as the focus and integration method. In order to reach an adequate reading comprehension, learners are challenged by coping with the intertextuality and hybridity of the text.
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Dissertations / Theses on the topic "Didactic knowledge of reading"

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Nigutova, Svatava. "Knowledge Construction in Multicultural Reading Projects." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-27126.

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This paper researches the theoretical background needed for the implementation of literary texts with multicultural themes for use in EFL courses in Sweden and it offers several concrete didactical solutions for multicultural reading. The theory of multicultural education by J. A. Banks is presented with focus on the dimension of knowledge construction. The processes that are examined are the learning processes in the zone of proximal development by Vygotsky (1986), the concept of scaffolding by Woods, Bruner & Ross (1976) and the process of perspective-taking by Thein & Sloan (2013). These processes each employ a three-step sequence that moves students from their existing knowledge to new knowledge and revised personal opinions. The teacher’s role is to provide support during the learning process. The second part of the paper suggests different activities for the multicultural reading of a novel, used to make the process of multicultural knowledge construction and scaffolding visible. Teacher support includes text reduction, book discussion and language analysis. Discussion points found in Love Medicine start with revising the stereotypical images, discovering how personal experience influences knowledge or how ethnicity influences professional career choices. When teachers and students read literary texts with multicultural themes, students’ racial prejudice can be reduced (Banks 2004) and their ethical attitudes become more open (Thein & Sloan 2013). The literary work chosen for framing in the theory is Love Medicine by Louise Erdrich. The paper ends with a reflection over the limitations of multicultural reading projects.
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Benjamin, Ramil. "Lärares praktiska arbete med utveckling av elevers läsförståelse : En kvalitativ studie om betydelsen av sociokulturellt betingade förkunskaper och erfarenheter i relation till elevers läsförståelse i årskurs 4–6." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46189.

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Introduction and aim: Culturally and socially conditioned prior knowledge of text content can constitute a significant factor for teaching reading comprehension. This relationship is made visible and has gotten more consideration in education. Therefore, this essay has aimed to investigate how teachers in the subject of teaching Swedish perceive and draw attention to the importance of students 'socio-culturally conditioned prior knowledge, with a focus on students' reading comprehension. Method: When conducting this study, interviews and observation studies have been carried out at two different schools where four interviews have been conducted with primary school teachers teaching pupils participating in grade 4-6. Results: The results show that the teachers notice that the lessons and the students' reading comprehension are positively affected by the fact that they have a certain prior knowledge about the text content. Therefore, teachers choose to work towards supporting students to link the text content to something they recognize. The teachers emphasize that vocabulary and language skills can complement reading comprehension if students don’t have enough prior knowledge, thus stating that a text can be understood by combining the linguistic knowledge they have, to gain a greater understanding of the text. The study results from the observations showed that all teachers review the students need for reading comprehension, which their respective lessons were based on. Conclusion: Teachers perceive socio-culturally conditioned prior knowledge as an important part of teaching reading comprehension. The teachers' working methods showed several support structures such as guidance and modeling of strategies through communication and interaction in teaching. It also showed that they are teaching the application of different strategies for reading and understanding fiction.
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Falgàs, Margarida. "L'ensenyament-aprenentatge de la lectura a l'educació infantil: replantejament a la formació inicial de mestres a partir de l'aprenentage realista-reflexiu." Doctoral thesis, Universitat de Girona, 2018. http://hdl.handle.net/10803/667400.

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This PhD dissertation represents the building, rebuilding and transformation of the didactic knowledge in reading. The purpose is to observe the changes in didactic models done by the students when entering in the reading didactics proposal using teaching strategies in the realistic learning - reflexive practice. The theory, as a history of life, outlines the didactic knowledge and personal process to redefine and transform myself as a teacher, in two subjects: the reading of the didactics during and the reflection The results show that the training process based on realistic-reflexive practice strategies helps students to acquire more comprehensive reading didactic models which are closer to the appropriation reading models from children. The reflexive practice, using guided and oriented research, is a good model for trained intervention, particularly in the teachers training, that breaks beliefs and lived experiences, deconstructing these integration model to build new ones with adapting scaffolds<br>La tesi ressegueix el procés d’interiorització i reconstrucció de la didàctica de la lectura a educació infantil. Planteja la formació inicial de mestres des de la intervenció basada en la pràctica realista-reflexiva. S’observa el procés de canvi que realitzen les estudiants, a partir d’un portafolis individual, en entrar en contacte amb la didàctica de la lectura des d’una perspectiva socioconstructivista i alfabetitzadora. La part teòrica, com història de vida, esbossa el coneixement didàctic i el procés personal de redefinició i transformació docent en didàctica de la lectura i en Pràctica Reflexiva com a estratègia formadora. L’estudi conclou que el model formatiu que parteix de la pràctica reflexiva ajuda a reconsiderar patrons didàctics de lectura per plantejar enfocaments diferents. La pràctica realista-reflexiva és un bon model d’intervenció, en la formació de mestres, perquè ajuda a trencar creences i models per reconstruir-ne, amb la interacció, i establir bastides d’adaptació i transformació didàctica
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Ivarsson, Emma. "Thorny reading : A didactic and literary approach to Jane Austen’s Pride and Prejudice." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-785.

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<p>Abstract</p><p>This essay has a gender perspective on didactics and literature with the aim to highlight the circumstances surrounding reading and understanding the novel Pride and Prejudice in a classroom context.</p><p>Since Pride and Prejudice is written with a somewhat complicated language the pupils are likely to encounter some difficulties when reading the novel. This is something that I have chosen to focus my essay on. What is more, they are likely to also have difficulties to understand different episodes in the novel since they have little knowledge about the society depicted in Pride and Prejudice. This is referred to as a cultural and historical hindrance and they are present due to the fact that the story is set at the end of the 18th and beginning of 19th century England. However, there are various approaches which might diminish obstacles like those I have mentioned, for instance, by offering background information about the novel and recurring issues, such as marriage and financial heritance.</p><p>The areas of importance in the novel that I have chosen to highlight, because of the limited background knowledge that the students have, are marriage and financial independence for women. Marriage is depicted to be very important for a woman, especially</p><p>if they do not have a large fortune of their own. Due to lack of financial resources they needed to marry, since if they did not they could end up as old maids or even worse; having to support themselves by working as prostitutes. The chance of inheriting a lot of money was small, since the money from their father or mother was generally entitled to their closest male heir.</p>
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Ojwaya, Jael A. "Effects of Repeated Reading and Sequential Reading on Oral Reading Fluency and Sight Word Knowledge." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1218721752.

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Upton, Creon. "Beyond knowledge : A reading of Dambudzo Marechera." Thesis, University of Canterbury. English, 1996. http://hdl.handle.net/10092/7034.

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By concentrating on his prose works, this thesis explores Dambudzo Marechera's rendering of the decentred self and his examining of this in terms of both its relationship with society, and its impact on metaphysical thought, particularly anarchist idealism. Colin Style, in his essay "The White man in Black Zimbabwean Literature," claims parenthetically, in reference to Marechera's attitude towards Europeans, that "[t]o be fair, as a total iconoclast, he is rampantly anti-everything." This thesis both agrees and disagrees with Style's comment. In terms of Marechera's hostility towards even the most subtle human organisation Style is correct; Marechera claimed that the act of organising always reminded him "of jail" and this thesis examines this in terms of his portrayal of such organising on international, national, domestic, revolutionary and fantastical levels. It must be noted that these levels take on greater significance in Marechera's literature as they become increasingly microcosmic or increasingly radical; and they are dealt with accordingly here. However, despite his vituperative attitude towards people when he perceived them as adopting a role, Marechera empathised with all of his species in terms of having an impure, unknowable psyche which of necessity clings to partial truths, adopting them as fundamental. This thesis investigates Marechera's evocation of this psyche, in all its irreconcilable elusiveness, and examines his efforts to represent this unknown as a commonality which defines equality. A distinctly Marecherean use of the doppelganger aids this investigation as it travels from concept to concept following various masks as they glide from character to character within and through Marechera's works. This brings into play both Marechera's subtext of a decentred consciousness and the avenues (characters) through which to examine the above ideas in detail. Reference is made throughout to select literature which in various ways augments or elucidates this reading of Marechera, and generically European philosophy is called upon sparingly to support this interpretation of his words.
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Dai, Lianbin. "Books, reading, and knowledge in Ming China." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:5800e2b8-024b-415f-ae6a-3793efd3b955.

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The art of reading and its application to knowledge acquisition and innovation by elites have been largely neglected by historians of print culture and reading in late imperial China (1368-1911). Unlike most studies, which are concerned more with the implied reader and individual reading experience, the present study assumes that the actual reader and the social, cultural and epistemic dimensions of reading practices are the central issues of a history of reading in China. That is, while the art of reading was internalized by the individual, his learning and application of it had social, cultural and epistemic features. At a time when secular reading practices in Renaissance England were informed by Erasmian principles, Ming literati, regardless of their different philosophical stances, were being trained in an art of reading proposed by Zhu Xi (1130-1200), whose Neo-Confucian philosophy had been esteemed as orthodox since the fourteenth century. Transformations and challenges in interpreting and applying his art did not hinder its general reception among elite readers. Its common employment determined the practitioner’s epistemic frame and manner of knowledge innovation. My dissertation consists of five chapters bracketed with an introduction and conclusion. Chapter One discusses Zhu’s theory of reading and the implied pattern of acquiring and innovating knowledge, based on a careful reading of his writings and conversations. Chapter Two describes the transmission of Zhu’s theory from the thirteenth to the seventeenth centuries. During its transmission, Zhu’s art was reedited, rephrased, and even readapted by both government agencies and individual authors with different intentions and agendas. Chapter Three focuses on the reception of Zhu’s theory of reading by 1500 and argues that the moral end of reading eventually triumphed over the intellectual one in early Ming Confucian philosophy. Chapter Four explores the affinity of Ming philosophers of mind with Zhu’s theory in their reading concepts and practices from 1500 to the mid-seventeenth century. Despite their attempts to separate themselves intellectually from the Song tradition, Ming philosophers of mind followed Zhu’s rules for reading in their intellectual practices. Chapter Five outlines the reading habits and knowledge landscape based on a statistical survey of extant Ming imprints. Despite some deviations, the Ming reading habits and knowledge framework largely accorded with Zhu’s theory and its Ming adaptations. The continuity of reading habits from Zhu’s time to the seventeenth century, I conclude, inspires us to rethink the Ming apostasy from the Song tradition. The particularity of scholarly knowledge acquisition and innovation in Ming-Qing China by the eighteenth century was not invented by Ming-Qing scholars but anticipated by Zhu through his theory of reading. With respect to late imperial China, the history of reading, together with the history of knowledge, is yet to be fruitfully explored. With this dissertation, I hope to be able to make a contribution to the understanding of the East Asian orthodox habit of reading as represented by Zhu’s admirers. By placing my investigation in the context of the history of knowledge, I also hope to contribute to the understanding of the relationship of reading to the way that knowledge evolved in traditional China. Intellectual historians tended to consider the Ming Confucian tradition as having broken off from the Cheng-Zhu tradition, but at least in reading habits and practices Ming elite readers perpetuated Zhu’s theory of reading and the knowledge framework it implied.
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Robinson, Marc V. "Examining the relationship between vocabulary knowledge, oral reading fluency, and reading comprehension /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181126.

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Thesis (D.Ed.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 76-80). Also available for download via the World Wide Web; free to University of Oregon users.
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Kershaw, Maxine Y. "Teachers' Knowledge of Dominie Reading and Writing Assessment Portfolio Word-Level Reading." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4069.

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There is confusion among teachers in a school district in a southeastern state about the instructional use of the state-mandated Dominie assessment for word-level reading and phonemic awareness skills for kindergarten and first-grade students. Recent assessment data indicated that 20% of students tested in kindergarten and first grade needed remediation. The purpose of this qualitative, bounded case study of a primary school was to understand teachers' perceptions about using the Dominie assessment for instruction, and how these perceptions contribute to the decline in reading scores. Using constructivism as a conceptual framework, the research questions focused on the trends in students' Domine assessment scores, the perceptions of teachers regarding the use of the assessment in planning and instruction, and the actual use of assessment results for facilitating construction of students' learning in reading. Interview data were collected from 11 participants who are kindergarten and first-grade teachers who had administered the Dominie assessment in one school in the district. Themes emerged after data analysis yielding strategies to address needs for time for assessment, training and supplementary methods, improvements in the assessment itself, and special knowledge to use Dominie data. A professional development project that allows teachers to help students construct their learning in ways that encourages them to reflect on experiences and use prior knowledge to improve reading skills was developed. Positive social change might occur as teachers expand their knowledge and instructional approaches through this professional development project in ways that could improve learning and reading skills for kindergarten and first-grade students in this school and others in the district.
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Chan, Pui Yu Connie. "Background knowledge in story retelling." HKBU Institutional Repository, 1995. http://repository.hkbu.edu.hk/etd_ra/94.

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Books on the topic "Didactic knowledge of reading"

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Reading Virgil and his texts: Studies in intertextuality. University of Michigan Press, 1999.

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E, Blom F. R., and Hollander Inez 1965-, eds. Dutch for reading knowledge. John Benjamins Pub. Co., 2012.

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Alan, Korb Richard, ed. German for reading knowledge. 4th ed. Heinle & Heinle Publishers, 1998.

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Plato, ed. Reading Plato's Theaetetus. Academia Verlag, 2004.

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Korb, Richard Alan. Jannach's German for reading knowledge. 6th ed. Heinle Cengage Learning, 2009.

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Korb, Richard Alan. Jannach's German for reading knowledge. 6th ed. Heinle Cengage Learning, 2009.

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Massing, Jean Michel. Erasmian wit and proverbial wisdom: An illustrated moral compendium for François I : facsimile of a dismembered manuscript with introduction and description. Warburg Institute, University of London, 1995.

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Braunger, Jane. Building a knowledge base in reading. Northwest Regional Educational Laboratory's Curriclum and Instruction Services, 1997.

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Braunger, Jane. Building a knowledge base in reading. 3rd ed. Northwest Regional Educational Laboratory's Curriclum and Instruction Services, 1998.

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Braunger, Jane. Building a knowledge base in reading. Northwest Regional Educational Laboratory's Curriclum and Instruction Services [u.a.], 1998.

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Book chapters on the topic "Didactic knowledge of reading"

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Serrat, Olivier. "Reading the Future." In Knowledge Solutions. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-0983-9_3.

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Jackson, Nancy Ewald, Wen-Hui Lu, and Daushen Ju. "Reading Chinese and Reading English: Similarities, Differences, and Second-Language Reading." In The Varieties of Orthographic Knowledge. Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-017-3492-9_3.

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Leland, Christine H., Mitzi Lewison, and Jerome C. Harste. "Disrupting Commonplace Knowledge." In Teaching K-8 Reading. Routledge, 2020. http://dx.doi.org/10.4324/9780429320736-2.

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Stacey, Ginny, and Sally Fowler. "Reading." In Gaining Knowledge and Skills with Dyslexia and other SpLDs. Routledge, 2021. http://dx.doi.org/10.4324/9781315461137-5.

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Kluge, Jürgen, Wolfram Stein, Thomas Licht, et al. "Subjectivity: reading from the same page." In Knowledge Unplugged. Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9780333977057_4.

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Bersagol, V., J. L. Dessalles, F. Kaplan, J. C. Marze, and S. Picault. "XMOISE: A logical spreadsheet to elicit didactic knowledge." In Computer Aided Learning and Instruction in Science and Engineering. Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/bfb0022636.

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Kunkler, Benjamin. "Women’s Knowledge: Self-Knowledge and Women’s Frank Speech in J. M. Coetzee’s Summertime." In Reading Coetzee's Women. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19777-3_13.

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Daniels, Emily A. "Reading the World with Criticality, Hope and Despair." In Constructing Knowledge. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-074-3_5.

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Thompson, John J. "Popular Reading Tastes in Middle English Religious and Didactic Literature." In From Medieval to Medievalism. Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22233-9_7.

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Likharev, Konstantin K. "On Education, Reading, and Knowledge." In Essential Quotes for Scientists and Engineers. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63332-5_6.

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Conference papers on the topic "Didactic knowledge of reading"

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Ungermanns, C., and W. Werth. "Effective knowledge exchange with modern didactic concepts." In 2015 38th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO). IEEE, 2015. http://dx.doi.org/10.1109/mipro.2015.7160412.

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Knauf, Rainer, Yoshitaka Sakurai, and Setsuo Tsuruta. "Applying knowledge engineering methods to didactic knowledge first steps towards an ultimate goal." In 2008 IEEE International Joint Conference on Neural Networks (IJCNN 2008 - Hong Kong). IEEE, 2008. http://dx.doi.org/10.1109/ijcnn.2008.4633764.

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Liu, Ao, Lizhen Qu, Junyu Lu, Chenbin Zhang, and Zenglin Xu. "Machine Reading Comprehension." In CIKM '19: The 28th ACM International Conference on Information and Knowledge Management. ACM, 2019. http://dx.doi.org/10.1145/3357384.3358139.

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Liu, Yiqun, Chao Wang, Ke Zhou, Jianyun Nie, Min Zhang, and Shaoping Ma. "From Skimming to Reading." In CIKM '14: 2014 ACM Conference on Information and Knowledge Management. ACM, 2014. http://dx.doi.org/10.1145/2661829.2661907.

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Yue Chen, Zhifei Wang, and Jian Zhu. "Reading comprehension system based on knowledge structures." In 2010 2nd International Conference on Computer Engineering and Technology. IEEE, 2010. http://dx.doi.org/10.1109/iccet.2010.5486356.

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Rugaas, A. K., and Y. Y. Zhao. "Knowledge roadmap across design and engineering: An user-centric didactic approach." In 2016 IEEE International Conference on Industrial Engineering and Engineering Management (IEEM). IEEE, 2016. http://dx.doi.org/10.1109/ieem.2016.7797963.

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Turpo-Gebera, Osbaldo, Juan Zarate-Yepez та Rocio Díaz Zavala. "DIDACTIC INTERACTIONS AND KNOWLEDGE CONSTRUCTION IN BLENDED LEARNINGː A CASE STUDY". У 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1694.

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Allen, Laura K., Erica L. Snow, and Danielle S. McNamara. "Are you reading my mind?" In LAK '15: the 5th International Learning Analytics and Knowledge Conference. ACM, 2015. http://dx.doi.org/10.1145/2723576.2723617.

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Lu, Yang. "INFLUENCE OF CULTURAL BACKGROUND KNOWLEDGE ON ENGLISH READING." In International Conference on Education, Culture and Social Development (ICECSD). Volkson Press, 2018. http://dx.doi.org/10.26480/icecsd.01.2018.46.50.

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Tang, Jizhi, Yansong Feng, and Dongyan Zhao. "Learning to Update Knowledge Graphs by Reading News." In Proceedings of the 2019 Conference on Empirical Methods in Natural Language Processing and the 9th International Joint Conference on Natural Language Processing (EMNLP-IJCNLP). Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-1265.

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Reports on the topic "Didactic knowledge of reading"

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Lamei, Lori F. Formalizing Knowledge Used in Spectrogram Reading: Acoustic and Perceptual Evidence from Stops. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada206826.

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Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
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Khomenko, Tetiana. TIME AND SPACE OF HISTORICAL PARALLELS OF EUGEN SVERSTIUK’S JOURNALISM. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11095.

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The article is dedicated to the investigation of time-space measurements of journalistic works of Eugen Sverstiuk, a well-known Ukrainian journalist. In particular, the time-space continuum of his works is being discussed, which is characterized as comprehensive, continuous, filled with archetypical images which metaphorize the text, but at the same time structure it, and are beaded on the axis of time and documentarily located in the space. The logics of images initiated in the text is exaggerated by constant dwelling of the author in the time-space dimensions of the epoque, of which he was a contemporary, as well as precise knowledge of World and Ukrainian history and culture. Historical parallelism of journalism of E. Sverstiuk possesses double potential. On the one hand, the author provides arguments for confirmation of his own opinion, and on the other, he shows us historical collisions in the new aspect, which helps consider the past, better understand the present, and think of the future. Pages of his works is space for author’s considerations, which logics impresses by free transgression of the author in the time, and his ability to grasp the most essential, although sometimes precedent, sometimes sudden and forgotten, or even unknown historical facts in order to force them to resonate in the new historical realities, first of all to indicate the importance of national and the need for assigning to it more significance. Using retrospectives, E. Sverstiuk encourages us to return to the national sources and to seek in ourselves the reflections of nationality in order to return historical truth to our audience. This is what, according to E. Sverstiuk, was believed to be one of the most necessary conditions of existence to the independent state. Time-space continuum of E. Sverstiuk’s journalism is reproduction of comprehensive history as continuous process of the development of humanity, and of formation of comprehensive, total, and so to say epic reading and understanding of these processes via accentuation of reader’s attention on key events, phenomena, and facts.
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Knowledge and Skills Needed by Speech-Language Pathologists With Respect to Reading and Writing in Children and Adolescents. American Speech-Language-Hearing Association, 2002. http://dx.doi.org/10.1044/policy.ks2002-00082.

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