Roald Dahl's Charlie and the Chocolate Factory as a School Reading

2019 ◽  
pp. 135-151
Author(s):  
Dorota Mariola Michułka
Keyword(s):  
Reading Engagement ◽  
Teaching Literature ◽  
Young Readers ◽  
Starting Point ◽  
Theory Of Reading ◽  
Sensory Reception ◽  
Cognitive Activities ◽  
Reading Response ◽  
Chocolate Factory ◽  
Efferent Reading

This chapter aims to develop a new analysis formula and a new language of literary school education/teaching literature, especially the language of reading engagement functionalized in terms of emotional, social, and cultural needs that literature is capable of satisfying. This applies also to young readers. The starting point is the specificity of emotional and sensory reception of literary narration (e.g. Charlie and the Chocolate Factory by R. Dahl) in which vivid, multisensory mental imagery absorbs/engages many readers (also on the principle of intersubjective cooperation). Discussion in this chapter is based on three issues: transactional theory of reading response (with aesthetic and efferent reading); individual, personal, and private interpretations; and analysis of types of affect in reception. It also proposes a description of the process of pupils' cognitive activities, recognize mental images, understanding metaphors, and express emotions.

Rhyme and analogy in beginning reading: Conceptual and methodological issues

2000 ◽  
Vol 21 (1) ◽  
pp. 63-93 ◽  
Author(s):  
USHA GOSWAMI ◽  
MARTIN EAST
Keyword(s):  
Reading Development ◽  
Small Unit ◽  
Large Unit ◽  
Young Readers ◽  
Causal Connections ◽  
Initial Stage ◽  
Theory Of Reading ◽  
The Subject ◽  
The Relationship ◽  
Unit Performance

Goswami and Bryant (1990) proposed a theory of reading development based on three causal connections. One of these causal connections was based on the relationship between rhyming skills and reading development found in English. To explain this connection, they suggested that young readers of English used analogies based on rimes as one means of deciphering the alphabetic code. This proposal has recently become the subject of some debate. The most serious critique has been advanced by Seymour and his colleagues (Duncan, Seymour, & Hill, 1997; Seymour & Duncan, 1997; Seymour & Evans, 1994). These authors reported a series of studies with Scottish schoolchildren which, they claim, show that progression in normal reading acquisition is from a small unit (phonemic) approach in the initial stage to a large unit (rime-based) approach at a later stage. Two experiments are presented which replicate those conducted by Seymour and his group with samples of English schoolchildren. Different results are found. It is argued that methodological and instructional factors may be very important for the conceptual interpretation of studies attempting to pit “small” units (phonemes) against “large” units (onsets and rimes) in reading. In particular, it is necessary to consider whether a given phonological awareness task requires the recognition of shared phonological segments (“epilinguistic” processing) or the identification and production of shared phonological segments (metalinguistic processing). It is also important to take into account the nature of the literacy instruction being implemented in participating schools. If the phonological aspects of this tuition focus solely on phonemes (small units), then poor rime-level (large unit) performance may be found in metalinguistic tasks.

scholarly journals Comparison of A.S. Green’s story “Green lamp” with its film adaptations at the literature lesson in the 8th grade

2020 ◽  
pp. 109-118
Author(s):  
Elena A. Elyasina
Keyword(s):  
Comparative Analysis ◽  
Experimental Verification ◽  
Film Adaptation ◽  
Teaching Literature ◽  
Active Involvement ◽  
Film Interpretation ◽  
Starting Point ◽  
8Th Grade ◽  
Educational Potential ◽  
Development Of Students

In the year of the 140th anniversary of A.S. Green’s birth, studying his works at school are as relevant as ever. Over the years, the reader’s interest in the writer’s work has not faded, and there are more opportunities for effective study of his works: for example, comparison with a film interpretation clarifies the analysis of the text and contributes to the emergence of the students’ own reading interpretation. The aim of the article is to describe the experience of studying A.S. Green’s story “Green lamp” by the 8th grade students, the educational and educational potential of which is evaluated and recognized by the methodology of teaching literature. The focus is put on the comparative analysis of the story and its film adaptation. The article uses the following methods: descriptive and analytical when discussing the visual and expressive possibilities of the film “Green lamp”, a method for comparing the implementation of the metaphor on which the story is based, in the text and on the screen. At the same time, the emphasis is placed on the possibilities of cinematography, and the Director’s interpretation becomes the “starting point” for formulating the questions and tasks offered to students. Experimental verification of the effectiveness of the developed tasks showed a high interest of students’ in their performance, the appearance of deeper and more accurate answers, active involvement in research and creative activities. The article focuses on the possibilities of comparing the text with the screen version as a methodological technique that contributes to the literary development of students. This approach to the organization of analytical and interpretive activities at the literature lesson, in our view, allows us to overcome the age restrictions associated with understanding the author’s idea. The results of the lesson on comparison show that the film impressions of schoolchildren change the character of the reader’s perception, enrich and deepen the study of the story of A.S. Green’s.

scholarly journals The absence of literature in the National Curricular Common Base for high school

2020 ◽  
Vol 13 (32) ◽  
pp. 1-23
Author(s):  
Nathalia Soares Fontes ◽  
Fabiano Antonio Santos
Keyword(s):  
High School ◽  
Ministry Of Education ◽  
Teaching Literature ◽  
Emancipatory Education ◽  
Literary Education ◽  
Starting Point ◽  
Aesthetic Enjoyment ◽  
The Aesthetic ◽  
The Individual ◽  
Classical Knowledge

Is there a place for teaching literature on the National Common Curriculum Base for High School? Is its presence important to the formation of humanization in individuals? The paper answers that, although it plays a founding role in the process of appropriation of the humanities, the teaching of literature is absent in the new document proposed by the Brazilian Ministry of Education. The starting point is the exacerbated pragmatism and spontaneity that pushes away school content to the detriment of an immediate teaching based on the development of skills and abilities as responses to the problems generated in this society. The analysis is made from a literary education perspective that enables the aesthetic enjoyment and the process of human objectification. It is argued that literature, as classical knowledge, should be in schools and, above all, converge with its learning objectives, which enable the construction of humanization and lead the individual to aesthetic catharsis. To this end, a documental analysis is carried out, establishing relationships between the theory of Marxist aesthetics and the approach to literature in the new regulatory document, highlighting points considered relevant for the formation of an emancipatory education.

scholarly journals What Makes a Good Graded Reader: Engaging with Graded Readers in the Context of Extensive Reading in L2

2021 ◽  
Author(s):  
◽  
Gillian Margaret Helen Claridge
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Extensive Reading ◽  
Transactional Theory ◽  
Reading Material ◽  
Comprehensible Input ◽  
Theory Of Reading ◽  
Reading Response ◽  
Graded Readers ◽  
The Individual

<p>It is widely accepted in the ESOL field that Extensive Reading is good for ESOL learners and there are many studies purporting to show that this is true. As a result, the publication of Graded Readers in English today is a major commercial concern, although David Hill (2008, p. 189), former director of the Edinburgh Project on Extensive Reading, in his most recent study of Graded Readers, comments that they are being produced 'in a hostile climate where extensive reading is little valued, practised or tested.' However, anecdotal evidence from teachers and researchers claims that learners do not read anywhere near the recommended one Graded Reader a week prescribed by Nation and Wang (1999, p. 355) to provide the necessary amount of comprehensible input for increasing vocabulary. If these claims and Hill's comments are true, there may be a mismatch between the kind of reading material produced for learners of English and the nature and teaching of the texts currently recommended by teachers and librarians. Such a situation would not only be a huge waste in terms of resources; it could also lead to the alienation of generations of English learners from a potentially valuable means of improving and enjoying language learning. My study investigates this discrepancy by looking at the perceptions of the main stakeholders in Graded Readers, namely the publishers, the judges and academics, the teachers and the learners, to see how they differ and why. As each population is different, the methodologies used in the study are various, making for an approach described as 'bricolage' (Lincoln & Guba, 2000a, p. 164). At the heart of the study are five case studies of learners, set against the backdrop of data gathered from all the stakeholders. As the results indicate that the purpose of the reading appears to govern the perceptions of the individual learner, I found Louise Rosenblatt's (Rosenblatt, 1978) Transactional Theory of Reading Response was an appropriate framework within which to interpret the data.</p>

scholarly journals Possibilities of university teaching enhancement: Integration of methods and approaches in teaching literature with science and social studies

2021 ◽  
Vol 34 (2) ◽  
pp. 80-94
Author(s):  
Olivera Cekić-Jovanović ◽  
Snežana Marković
Keyword(s):  
Social Studies ◽  
University Education ◽  
University Teaching ◽  
Integrative Approach ◽  
Teaching Methodology ◽  
Teaching Literature ◽  
Teaching Process ◽  
Innovative Teaching ◽  
Starting Point

Starting from the established standards and requirements for ensuring the quality of university teaching, via improving and modernizing the teaching process by applying innovative teaching methods, conditions are met for raising the quality of working with students. Integration of the teaching content and application of an integrative approach represent a way of enhancing the quality of the teaching process. The theoretical part of this paper presents the advantages and examples of the integration of the Literature Teaching Methodology and Science and Social Studies Teaching Methodology curriculum content. In order to practically implement the theoretical context for the development of this idea, we examined the views of students at the Faculty of Education, i.e. future teachers (N=150), regarding the integration of teaching approaches to teaching Literature and Science and Social Studies as opportunities for enhancing the quality of university education. Descriptive and scaling methods were used in the empirical part of the research. The results of the research have confirmed that students recognize the benefits of integrative teaching and its importance for their future professional engagement; they expect to cooperate with teachers and students in the preparation and realization of integrative classes; and they define the integration of methodological content as the premise of quality for the acquired knowledge at the faculty, and see it as one of the preconditions for a better understanding of the subject matter they adopt in the teaching process. The latter statement underscores the conclusion that the application of integrative teaching represents a good starting point for ensuring the quality of higher education following the European standards.

scholarly journals What Makes a Good Graded Reader: Engaging with Graded Readers in the Context of Extensive Reading in L2

2021 ◽  
Author(s):  
◽  
Gillian Margaret Helen Claridge
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Extensive Reading ◽  
Transactional Theory ◽  
Reading Material ◽  
Comprehensible Input ◽  
Theory Of Reading ◽  
Reading Response ◽  
Graded Readers ◽  
The Individual

<p>It is widely accepted in the ESOL field that Extensive Reading is good for ESOL learners and there are many studies purporting to show that this is true. As a result, the publication of Graded Readers in English today is a major commercial concern, although David Hill (2008, p. 189), former director of the Edinburgh Project on Extensive Reading, in his most recent study of Graded Readers, comments that they are being produced 'in a hostile climate where extensive reading is little valued, practised or tested.' However, anecdotal evidence from teachers and researchers claims that learners do not read anywhere near the recommended one Graded Reader a week prescribed by Nation and Wang (1999, p. 355) to provide the necessary amount of comprehensible input for increasing vocabulary. If these claims and Hill's comments are true, there may be a mismatch between the kind of reading material produced for learners of English and the nature and teaching of the texts currently recommended by teachers and librarians. Such a situation would not only be a huge waste in terms of resources; it could also lead to the alienation of generations of English learners from a potentially valuable means of improving and enjoying language learning. My study investigates this discrepancy by looking at the perceptions of the main stakeholders in Graded Readers, namely the publishers, the judges and academics, the teachers and the learners, to see how they differ and why. As each population is different, the methodologies used in the study are various, making for an approach described as 'bricolage' (Lincoln & Guba, 2000a, p. 164). At the heart of the study are five case studies of learners, set against the backdrop of data gathered from all the stakeholders. As the results indicate that the purpose of the reading appears to govern the perceptions of the individual learner, I found Louise Rosenblatt's (Rosenblatt, 1978) Transactional Theory of Reading Response was an appropriate framework within which to interpret the data.</p>

scholarly journals Teaching Literature/Studying Literature in Literary Pedagogy and Literary Theory

2021 ◽  
pp. 55-85
Author(s):  
عبد الفتاح محمد عادل
Keyword(s):  
Literary Theory ◽  
Literary Studies ◽  
New Criticism ◽  
Teaching Literature ◽  
Student Preparation ◽  
Literary Theories ◽  
Theory Of Reading ◽  
Louise Rosenblatt ◽  
Literary Pedagogy ◽  
Academic Interests

Literary studies, in its two sides: teaching literature and studying literature, have suffered from a split in the profession between literary pedagogy and literary theories. A survey of the experience of some famous scholars who have tackled this issue in their writings is conducted to pinpoint the neglect in the part of people specialized in literary studies of the practical side of their work. Two points of convergence between literary pedagogy and literary theory are discussed. The first one presented two cases in which literary pedagogy was highly influenced by the ideas of two major shifts in critical theory: the formalist tendency of New Criticism and the reader-oriented tendency of the reader response approach. The second one discussed the efforts of the American educationalist and theorist Louise Rosenblatt in providing a theory of reading literary works in the light of what takes place in literature classrooms. The conclusions derived from this discussion lead to recommendations concerning the importance of making teaching of literature one of the academic interests and student preparation in departments of literature.

scholarly journals This Book or That Book? A Book Selection Study, Book Selection Checklist, and How Educators Can Select Books That Engage Young Readers of Color and Possibly Improve Reading Achievement

2017 ◽  
Vol 2 (4) ◽  
pp. 38
Author(s):  
Beth Kara Dawkins
Keyword(s):  
African American ◽  
Reading Achievement ◽  
Latino Students ◽  
The United States ◽  
Reading Engagement ◽  
Book Selection ◽  
Achievement Data ◽  
Young Readers ◽  
Story Content ◽  
Lower Socioeconomic

This study examined book selection strategies of young African American and Latino readers from lower socioeconomic backgrounds, with the intent of uncovering the content of books these students find interesting and engaging. Students’ book selections may indicate the book content young readers find interesting; and numerous studies indicate that reading interest is connected to reading engagement, reading amount and reading achievement (Guthrie & Wigfield, 2000). As national achievement data show, African American and Latino students, and individuals from lower socioeconomic backgrounds are scoring below level in reading (NAEP, 2009; 2011), and the ultimate goal of this inquiry is to gain insight towards improving literacy achievement and closing the reading achievement gap for these students. A mixed-methods study- qualitative and quantitative- was conducted with 160 kindergarten students from a school district in the Southern region of the United States, and informing the study is a prior international experience in the country of Albania, Eastern Europe. Results indicated that students select books that contain well-developed story content as well as culturally-relevant content, and emerging from the study is a book selection checklist that educators can use to select quality literature for young readers.

Crystal structure images of large gold clusters and growing crystals by HRTEM

1984 ◽  
Vol 42 ◽  
pp. 428-429
Author(s):  
L.R. Wallenberg ◽  
J.-O. Bovin ◽  
G. Schmid
Keyword(s):  
Crystal Structure ◽  
Nucleation And Growth ◽  
Close Packing ◽  
Gold Clusters ◽  
Molecular Weight Determination ◽  
Growth Mechanisms ◽  
Starting Point ◽  
Different Types ◽  
Nucleation And Growth Mechanisms ◽  
Points Of View

Metallic clusters are interesting from various points of view, e.g. as a mean of spreading expensive catalysts on a support, or following heterogeneous and homogeneous catalytic events. It is also possible to study nucleation and growth mechanisms for crystals with the cluster as known starting point.Gold-clusters containing 55 atoms were manufactured by reducing (C6H5)3PAuCl with B2H6 in benzene. The chemical composition was found to be Au9.2[P(C6H5)3]2Cl. Molecular-weight determination by means of an ultracentrifuge gave the formula Au55[P(C6H5)3]Cl6 A model was proposed from Mössbauer spectra by Schmid et al. with cubic close-packing of the 55 gold atoms in a cubeoctahedron as shown in Fig 1. The cluster is almost completely isolated from the surroundings by the twelve triphenylphosphane groups situated in each corner, and the chlorine atoms on the centre of the 3x3 square surfaces. This gives four groups of gold atoms, depending on the different types of surrounding.

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