Activity-Based Reading Instruction
 |
Description
Book Introduction
『Activity-Centered Reading Guidance』 is a book designed to be used to guide reading for elementary school students in schools, homes, libraries, community children's centers, religious institutions, etc.
We developed several methods that have been scientifically proven effective both domestically and internationally, focusing on the purpose, procedures, materials, and examples of activities so that they can be applied directly in the field.
『Activity-centered reading guidance』 was published in 2006 under the name 『Reading strategy guidance for self-directed learning』.
In 2013, it was slightly revised and published under the name “Activity-Centered Reading Guidance.”
This time, it has been revised and published.
In the practical section, the categories of activities were renamed as ‘idea formation, elaboration of conceptual networks, interaction and discussion, diagramming of text structure, and integration with writing.’
And, considering learning reading ability, the category of ‘learning function enhancement’ was added.
In the theory section, ‘Reader Development and Reading Development Stages’ was added.
In addition, sentences were refined, terminology was organized, and examples were partially replaced or added.
We developed several methods that have been scientifically proven effective both domestically and internationally, focusing on the purpose, procedures, materials, and examples of activities so that they can be applied directly in the field.
『Activity-centered reading guidance』 was published in 2006 under the name 『Reading strategy guidance for self-directed learning』.
In 2013, it was slightly revised and published under the name “Activity-Centered Reading Guidance.”
This time, it has been revised and published.
In the practical section, the categories of activities were renamed as ‘idea formation, elaboration of conceptual networks, interaction and discussion, diagramming of text structure, and integration with writing.’
And, considering learning reading ability, the category of ‘learning function enhancement’ was added.
In the theory section, ‘Reader Development and Reading Development Stages’ was added.
In addition, sentences were refined, terminology was organized, and examples were partially replaced or added.
index
PART 1.
Actual version
1 Guide to Activity Structure 13
1.1 Principles and System of Activity 13
1.2 How to Use the Activity 21
2 Idea Generation Activity 27
2.1 Predict the content 28
2.2 Preview 31
2.3 Entering the Picture 35
2.4 You can tell just by looking at the keywords 40
2.5 Words starting with *** are 43
3 Conceptual Network Refinement Activity 47
3.1 Structuring the Concept 48
3.2 Predicting sentences using words 53
3.3 Analyzing the Concept 59
3.4 Word Focus Exploration 63
3.5 Let's make an analogy 68
3.6 Skimming Science Books 73
3.7 Memory Pocket 79
4 Interaction and Discussion Activities 87
4.1 Friends' Opinions! My Opinions! 88
4.2 Reading Aloud 93
4.3 Different People, Different Thoughts 97
4.4 Find the character's personality 102
4.5 Collaborative Reading 109
4.6 If I were you, it would be 115
4.7 Become the protagonist 121
5 Diagramming Text Structure Activity 127
5.1 Understanding the Story Structure 128
5.2 Drawing a Semantic Map 137
5.3 Analyzing Characters 142
5.4 Finding Support for Your Claim 151
5.5 Summarizing Information 161
5.6 Using the Text Frame 166
6 Writing and Integration Activities 183
6.1 Only the important contents 184
6.2 RAFT (role, reader, format, topic) 196
6.3 KWL Plus 208
6.4 Writing a Learning Journal 230
6.5 Let's put it in the frame 237
6.6 Writing an Essay Using the Question Analysis Box 241
7 Learning Function Enhancement Activities 251
7.1 Underlining 252
7.2 Summary 259
7.3 Notes 266
7.4 SQ3R 272
PART 2.
Theory
1. The Concept of Reading and the Process of Reading 281
1.1 The Semantic Relationship Between Reading, Reading Comprehension, and Reading Comprehension 281
1.2 Review of the Reading Process Model 286
1.3 Distinction between reading skills and reading strategies 299
1.4 Guiding Principles of Reading 303
2 Stages of Reading Development and Reader Development 309
2.1 Issues and Solutions in Reading Development 310
2.2 Overview and Setting Perspectives of Step 318
2.3 Developmental characteristics at each stage 324
3 Understanding Self-Directed Learning 331
3.1 The Concept and Background of Self-Directed Learning 331
3.2 Stages of Self-Directed Learning and the Teacher's Role 334
3.3 Characteristics of Self-Directed Learners 336
4 Reading Guidance and Direct Instruction 339
4.1 Problems with the Direct Instruction Stage 339
4.2 Direct Instruction Modification Model Design 345
4.3 Relationship between Direct Instruction and Other Models 353
5 Reading Diagnosis and Interpretation Methods 355
5.1 Conceptual Model and Diagnostic Criteria for Reading Diagnosis 356
5.2 Informal Reading Diagnostic Methods 359
5.3 Case Study of Informal Diagnosis 365
6. Using the Reading Portfolio 379
6.1 Structure of a Reading Portfolio 381
6.2 Evaluation of the Reading Portfolio 388
Reference 397
Actual version
1 Guide to Activity Structure 13
1.1 Principles and System of Activity 13
1.2 How to Use the Activity 21
2 Idea Generation Activity 27
2.1 Predict the content 28
2.2 Preview 31
2.3 Entering the Picture 35
2.4 You can tell just by looking at the keywords 40
2.5 Words starting with *** are 43
3 Conceptual Network Refinement Activity 47
3.1 Structuring the Concept 48
3.2 Predicting sentences using words 53
3.3 Analyzing the Concept 59
3.4 Word Focus Exploration 63
3.5 Let's make an analogy 68
3.6 Skimming Science Books 73
3.7 Memory Pocket 79
4 Interaction and Discussion Activities 87
4.1 Friends' Opinions! My Opinions! 88
4.2 Reading Aloud 93
4.3 Different People, Different Thoughts 97
4.4 Find the character's personality 102
4.5 Collaborative Reading 109
4.6 If I were you, it would be 115
4.7 Become the protagonist 121
5 Diagramming Text Structure Activity 127
5.1 Understanding the Story Structure 128
5.2 Drawing a Semantic Map 137
5.3 Analyzing Characters 142
5.4 Finding Support for Your Claim 151
5.5 Summarizing Information 161
5.6 Using the Text Frame 166
6 Writing and Integration Activities 183
6.1 Only the important contents 184
6.2 RAFT (role, reader, format, topic) 196
6.3 KWL Plus 208
6.4 Writing a Learning Journal 230
6.5 Let's put it in the frame 237
6.6 Writing an Essay Using the Question Analysis Box 241
7 Learning Function Enhancement Activities 251
7.1 Underlining 252
7.2 Summary 259
7.3 Notes 266
7.4 SQ3R 272
PART 2.
Theory
1. The Concept of Reading and the Process of Reading 281
1.1 The Semantic Relationship Between Reading, Reading Comprehension, and Reading Comprehension 281
1.2 Review of the Reading Process Model 286
1.3 Distinction between reading skills and reading strategies 299
1.4 Guiding Principles of Reading 303
2 Stages of Reading Development and Reader Development 309
2.1 Issues and Solutions in Reading Development 310
2.2 Overview and Setting Perspectives of Step 318
2.3 Developmental characteristics at each stage 324
3 Understanding Self-Directed Learning 331
3.1 The Concept and Background of Self-Directed Learning 331
3.2 Stages of Self-Directed Learning and the Teacher's Role 334
3.3 Characteristics of Self-Directed Learners 336
4 Reading Guidance and Direct Instruction 339
4.1 Problems with the Direct Instruction Stage 339
4.2 Direct Instruction Modification Model Design 345
4.3 Relationship between Direct Instruction and Other Models 353
5 Reading Diagnosis and Interpretation Methods 355
5.1 Conceptual Model and Diagnostic Criteria for Reading Diagnosis 356
5.2 Informal Reading Diagnostic Methods 359
5.3 Case Study of Informal Diagnosis 365
6. Using the Reading Portfolio 379
6.1 Structure of a Reading Portfolio 381
6.2 Evaluation of the Reading Portfolio 388
Reference 397
GOODS SPECIFICS
- Date of issue: August 25, 2021
- Page count, weight, size: 404 pages | 176*248mm
- ISBN13: 9788925416069
- ISBN10: 8925416069
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