Furl http://www.furl.net/ http://backend.userland.com/rss http://www.furl.net/member/tinayy.rss Furl archive. Wed, 03 Dec 2008 07:28:13 GMT http://www.furl.net/item/14958635/forward http://www.furl.net/item/14958635 tese de doutorado que apresenta um capítulo sobre as teorias cognitivas de leitura Sun, 07 Jan 2007 17:05:56 GMT material para a pós leitura 4 http://www.furl.net/item/14958346/forward http://www.furl.net/item/14958346 textos on-line (há textos específicos sobre leitura) Sun, 07 Jan 2007 16:54:01 GMT material para a pós revistas científicas 4 http://www.furl.net/item/14958146/forward http://www.furl.net/item/14958146 crítica à teoria da leitura como jogo de adivinhação Sun, 07 Jan 2007 16:44:18 GMT material para a pós leitura Summary Kenneth Goodman's 1967 article helped to foster the whole language movement, which for several decades was the predominant approach to reading instruction in many schools of education, school districts, and states. However, recent experimental research has shown that many of the defining (and allegedly revolutionary) design features of whole language (e.g., attempting to teach elemental reading skills--such as phonemic awareness, sound/symbol correspondence, word identification, and spelling--in the context of complex reading and writing activities that require these very skills) are at odds with what known about effective instruction. In addition, evaluation research shows that whole language often less effective than its advocates claim, and specifically less effective than field-tested curricula that provide systematic, explicit, comprehensive, precisely planned and logically progressive instruction on all of the elemental and complex skills in reading. This paper examined the "viable" and "scientific" model of reading proposed by Kenneth Goodman--a model that has guided both the methods used in whole language (e.g., implicit, as-needed instruction; miscue analysis) and the ways whole language advocates legitimize and valorize their actions. The examination of Goodman's "psycholinguistic guessing game" model revealed that Goodman: 1. Provides no data that adequately support his presumption that there any such guessing game apparatus. This may be because the guessing game in fact a metaphor. 2. Uses a small and selective sample of reading behavior (errors, or "miscues") as evidence that readers use the psycholinguistic guessing game. 3. Interprets these errors in a way that supports the guessing game model, but fails to consider plausible alternative interpretations and offers no evidence of inter-observer reliability of his interpretations. [See Hempenstall (1999) for a reasoned and extensive critique of miscue analysis.] 4. Commits the fallacy of hasty generalization by asserting that his interpretations of some readers' guessing errors imply that all readers use the guessing apparatus. 5. Commits the fallacy of affirming the consequent when he reasons that errors signify the existence of a psycholinguistic guessing apparatus, when (and more reasonably) errors signify poor instruction. In summary, it appears that the whole language movement--with all of its publications, assessment instruments and devices, conferences and organizations, college courses, classroom methods, and consequences for young readers--rests on a mere metaphor (the psycholinguistic guessing game) supported by assorted logical fallacies. An interesting sociological question , What cultural circumstances disposed so many education students, administrators, college professors, boards of education, and veteran teachers to so easily and so thoroughly accept Goodman's psycholinguistic guess game as a premise for their reading curricula? 3 http://www.furl.net/item/14943696/forward http://www.furl.net/item/14943696 livros osbre tipografia Sun, 07 Jan 2007 03:39:35 GMT material para a pós leitura 3 http://www.furl.net/item/14939454/forward http://www.furl.net/item/14939454 Sat, 06 Jan 2007 23:26:36 GMT material para a pós leitura 3 http://www.furl.net/item/14890856/forward http://www.furl.net/item/14890856 Fri, 05 Jan 2007 02:34:15 GMT material para a pós leitura 3 http://www.furl.net/item/14890828/forward http://www.furl.net/item/14890828 Reading Research Quaterly Fri, 05 Jan 2007 02:32:48 GMT material para a pós leitura revistas científicas 3 http://www.furl.net/item/14890821/forward http://www.furl.net/item/14890821 Fri, 05 Jan 2007 02:31:41 GMT material para a pós leitura revistas científicas 3 http://www.furl.net/item/14890804/forward http://www.furl.net/item/14890804 Reading Research Quaterly Fri, 05 Jan 2007 02:31:05 GMT material para a pós leitura revistas científicas 3 http://www.furl.net/item/14890633/forward http://www.furl.net/item/14890633 Fri, 05 Jan 2007 02:20:17 GMT material para a pós leitura revistas científicas 3