Shelton Edok-Text Factors
Teresa Shelton
Developmental Reading/TTH
April 6, 2012
Edok #5
Johnston, F.R. (1998). The reader, the text, and the task: Learning words in first grade. The Reading Teacher 51(8),666-675.
Central Theme
This article is about the author investigating three components that affect the student’s ability to learn words. The components are the reader, the text, and the task being used. The author submits that all three have to factored and that instruction adjusted to meet the needs of the students. The text section is over the debate of using basal readers or predictable text to teach reading. The author conducts a study using 51 first grade students to test how reader, text, and context affect the outcome.
Main Ideas
· Teaching first graders using basal readers.
· Teaching first graders using predictable text
· First we need to know where beginner readers are on the developmental continuum.
· The type of text used affects the word recognition but how is the question.
· The tasks used to teach word learning is crucial.
· Case study showed that what type of text and how used played a key factor in learning words.
· Case study shows that teachers must know students.
· Case study shows that teachers must choose variety of reading material.
· The case study shows that the tasks must be varied for the class to increase learning.
Author’s Conclusions
The author concludes that all three factors play a key role in effectively teaching word recognition and reading. Teachers must offer a variety of reading material instead of relying on basal readers or predictable text. It is important to use high quality literature but also the text that just repeats basic word patterns to teach certain skills. The author felt there was a great deal left to be researched on the area of teaching reading in the most effective way.
Evaluations
This article was very long and seemed to cover a great deal in one article. It was a little overwhelming for a new teacher. The concepts were easy to understand but there were three categories and then a breakdown in each area on what worked. The text area along talked about basal readers and predictable text. It also questioned other text being introduced into the first grade room like classic literature and repeat rhymes. The case study was very interesting but the test group was small. Also, it would have been easier to follow is she had taken each section and divided it down into a separate article.
Developmental Reading/TTH
April 6, 2012
Edok #5
Johnston, F.R. (1998). The reader, the text, and the task: Learning words in first grade. The Reading Teacher 51(8),666-675.
Central Theme
This article is about the author investigating three components that affect the student’s ability to learn words. The components are the reader, the text, and the task being used. The author submits that all three have to factored and that instruction adjusted to meet the needs of the students. The text section is over the debate of using basal readers or predictable text to teach reading. The author conducts a study using 51 first grade students to test how reader, text, and context affect the outcome.
Main Ideas
· Teaching first graders using basal readers.
· Teaching first graders using predictable text
· First we need to know where beginner readers are on the developmental continuum.
· The type of text used affects the word recognition but how is the question.
· The tasks used to teach word learning is crucial.
· Case study showed that what type of text and how used played a key factor in learning words.
· Case study shows that teachers must know students.
· Case study shows that teachers must choose variety of reading material.
· The case study shows that the tasks must be varied for the class to increase learning.
Author’s Conclusions
The author concludes that all three factors play a key role in effectively teaching word recognition and reading. Teachers must offer a variety of reading material instead of relying on basal readers or predictable text. It is important to use high quality literature but also the text that just repeats basic word patterns to teach certain skills. The author felt there was a great deal left to be researched on the area of teaching reading in the most effective way.
Evaluations
This article was very long and seemed to cover a great deal in one article. It was a little overwhelming for a new teacher. The concepts were easy to understand but there were three categories and then a breakdown in each area on what worked. The text area along talked about basal readers and predictable text. It also questioned other text being introduced into the first grade room like classic literature and repeat rhymes. The case study was very interesting but the test group was small. Also, it would have been easier to follow is she had taken each section and divided it down into a separate article.