Beliefs About Text And Instruction With Text

A Cognitive Perspective

Table of Contents

1. Beliefs About Text and Instruction with Text
2. Theoretical Framework
3. Implications for Educational Practice
4. Research on Beliefs About Text
5. Research on Instruction with Text
7. References

Beliefs About Text and Instruction with Text

In the past decade, there has been a growing interest in the role of beliefs in learning. Beliefs are mental representations that guide our thoughts and actions. They can be about anything, from our own abilities to the nature of the world around us.

In the context of education, beliefs about text and instruction with text are particularly important. These beliefs can influence how students approach reading and writing tasks, as well as how they interact with teachers and other students.

Theoretical Framework

The theoretical framework for this book is based on the work of cognitive psychologist David Kintsch. Kintsch's model of text comprehension posits that readers construct a mental representation of the text that they are reading. This representation is based on the reader's prior knowledge and beliefs about the world, as well as the information that is contained in the text.

Beliefs About Text and Instruction With Text

by Ruth Garner

5 out of 5

Language	:	English
File size	:	2522 KB
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Enhanced typesetting	:	Enabled
Print length	:	325 pages
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Kintsch's model has been used to explain a wide range of phenomena in text comprehension, including the effects of prior knowledge on reading comprehension, the role of inference in text comprehension, and the development of reading comprehension skills.

Implications for Educational Practice

The research on beliefs about text and instruction with text has a number of implications for educational practice. First, it suggests that teachers need to be aware of their own beliefs about text and instruction with text. These beliefs can influence how they teach reading and writing, as well as how they interact with students.

Second, teachers need to help students to develop positive beliefs about text and instruction with text. These beliefs can motivate students to read and write, and can help them to become more successful learners.

Third, teachers need to use instructional strategies that are consistent with the research on beliefs about text and instruction with text. These strategies should help students to develop positive beliefs about text and instruction with text, and should promote reading and writing success.

Research on Beliefs About Text

The research on beliefs about text has found that there are a number of different beliefs that people hold about text. These beliefs include:

• Beliefs about the nature of text. Some people believe that text is objective and factual, while others believe that text is subjective and interpretive.
• Beliefs about the purpose of text. Some people believe that the purpose of text is to inform, while others believe that the purpose of text is to persuade or entertain.
• Beliefs about the difficulty of text. Some people believe that text is easy to read and understand, while others believe that text is difficult and challenging.

Research on Instruction with Text

The research on instruction with text has found that there are a number of different instructional strategies that can be used to promote reading and writing success. These strategies include:

• Explicit instruction about text. This type of instruction teaches students about the different features of text, such as text structure, genre, and vocabulary.
• Interactive reading. This type of instruction involves students in active reading strategies, such as predicting, questioning, and summarizing.
• Writing to learn. This type of instruction requires students to write about what they have read in Free Download to deepen their understanding.

The research on beliefs about text and instruction with text has a number of implications for educational practice.

• This research suggests that teachers need to be aware of their own beliefs about text and instruction with text, and that these beliefs can influence how they teach reading and writing.
• This research also suggests that teachers need to help students to develop positive beliefs about text and instruction with text, and that these beliefs can motivate students to read and write and can help them to become more successful learners.
• This research supports the use of instructional strategies that are consistent with the research on beliefs about text and instruction with text. These strategies should help students to develop positive beliefs about text and instruction with text, and should promote reading and writing success.

References

• Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, MA: Cambridge University Press.
• Spiro, R. J., Feltovich, P. J., Coulson, R. L., & Kintsch, W. (1980). Knowledge structures and text processing. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.),Theoretical issues in reading comprehension (pp. 245-279). Hillsdale, NJ: Erlbaum.

Beliefs About Text and Instruction With Text

by Ruth Garner

5 out of 5

Language	:	English
File size	:	2522 KB
Text-to-Speech	:	Enabled
Enhanced typesetting	:	Enabled
Print length	:	325 pages
X-Ray for textbooks	:	Enabled
Screen Reader	:	Supported

FREE