Anne

[|Vocabulary]

Chapter 6 Reading, Writing, and College Development
 * What I am Reading Now: Handbook of college reading**

chapter 5 Textbook study reading __Underlining__: most effective if students have background knowledge not effective of low reading ability, students must first learn how to find the main ideas first less effective with longer reading material (more than 1000 words) inconsistent findings with effect of text structure and underlining more than 1 hour of teaching how to use text structure needed for using underlining as strategy not effective with inferential recall Student nee instruction to use outlining or mapping effectively
 * What I am Reading Now: Handbook of college reading**

__SQ3R__ Complete activities before reading Survey the material by skimming for organizing material to formulate Questions or goals by converting subheadings into questions Read to answer the questions, Monitor progress in answering, and modify processing if unsatisfactory Recite the answers to the questions Review the answers

Maligned strategy/ not sufficient to overcome reading weakness. Strategy intensive and lengthy to instruct and requires effort to apply Strategy adapted as __PLAN__ Preview Locate Add Note

reviewing reading comprehension chapter p.75 Three major elements: metacognitive, cognitive and affective. Metacognitive 1. Regulation-the ability to detect errors or contradictions in text 2. Separate important from uniportant information 3.Readers understanding about themselves as thinkers. 4. Domain specific knowledge Strategy: ask what or how during reading Cognitive one's knowledge influences strategic learning Prior knowledge or Schema 1. Scaffolding 2. Permits inferenceing 3.selective attention 4. orderly memory searches 5. facilitates editing and summarizing Knowledge seen as multidimensional and multifaceted Domain specific developed in stages from acclimation, competence and proficiency
 * What I am Reading Now: Handbook of college reading**

Influences on comprehension Motivation: Personal goal, challenge, control over learning, social interaction Best practices, mastery approach to leaning challenging tasks self-efficacy domain specific

Beliefs about text Students treat text as indisputable source of information

Graphic organizers, concept mapping, previews Students have difficulty discerning important from non important information in text Strategy: __annotating text__ better than passive underlining and highlighting-needs explicit instruction, should not be copying text verbatim takes longer to read __elaborative interrogation__ ask why,

From:http://findarticles.com/p/articles/mi_hb3325/is_3_7/ai_n29051788/?tag=content;col1 =Improving student attendance=

Durden and Ellis (1995) report on a study of economics students. They conclude that absences did not negatively affect student performance on nationally standardized tests until they exceeded four classes. They further found that the negative effects on performance increased as absences increased. Thus, they conclude attendance does matter for academic performance and the effects of absences are nonlinear. Romer (1993) also found that attendance made a significant contribution to student performance, even when controlled for motivation. Both of these studies were conducted in economics courses. However, Park and Kerr (1990) examined effects of attendance on student performance in a money and banking course. They found that attendance was a determinant of student performance. Ledman and Kamuche (2002) report that students' attendance is significantly correlated with actual class performance. Their study was based on class performance of students in a statistics course with objective (solving quantitative statistical problems) exams. These studies suggest there is added value to students who attend class. If students who attend class outperform those who are repeatedly absent, it is reasonable to conclude that something is occurring as a result of student attendance.

1/22/11 Read: Bram Stoker's Dracula Edited by Jan Needle/Illustrated by Gary Blythe I saw the movie a long time ago. I am presently clearing out books. This book was waiting for a reader. It is a quick read and plan to pass the book on. Any Takers?


 * Practice compass test sites**


 * http://www2.gsu.edu/~wwwrtp/pracread.htm**

https://web.gsc.edu/fs/mhorton/LSEnglish/readingpractice/test3/reading3.html http://college.cengage.com/devenglish/resources/reading_ace/students/index.html [] [] []= [] [] [] []

1/21/11

Thursday's practice Compass exam. My Reading:

1/20/11 The //Edge// Question 2011 **[|WHAT SCIENTIFIC CONCEPT WOULD IMPROVE EVERYBODY'S COGNITIVE TOOLKIT?]** The term 'scientific"is to be understood in a broad sense as the most reliable way of gaining knowledge about anything, whether it be the human spirit, the role of great people in history, or the structure of DNA. A "scientific concept" may come from philosophy, logic, economics, jurisprudence, or other analytic enterprises, as long as it is a rigorous conceptual tool that may be summed up succinctly (or "in a phrase") but has broad application to understanding the world.
 * 164 CONTRIBUTORS (113,500 words)**

1/18/11 ===I visit this unique blogger daily. She offers a bit of food for my soul. Great artist and thinker. Here is what she posted today. I keep putting off, the challenge to draw everyday, she gave herself. Looking over time her drawings continue to improve. I believe that doing something you want to learn everyday will assist you in achieving your goal. I appreciated her reference today about reading, while she pauses her pencil. Her words, " . . .amplifies and extends my experience of the world " resonated with me. I also love the title of her blog: Woolgathering. My mother use to use that phrase a lot about me. Research now suggests woolgathering or daydreaming is beneficial for children and learning.=== Here is her [|link]:

=pencil= By Elizabeth Perry on January 17, 2011 11:12 PM | [|0 Comments] And settled at home again, with time to catch up online. The pause was lovely, but I missed the reading and writing I do on various electronic devices. Web-connected pages don't replace books for me, but the wild variety of that endless magazine/newspaper/art show/encyclopedia amplifies and extends my experience of the world.

1/17/11 What I am Reading Now: http://www.slideshare.net/grainne/chapter-11-web-2-review Chapter 11 Web 2 Review Open Social Participatory Media

1/16/11 What I am Reading Now: http://tntp.org/files/TheWidgetEffect_execsummary_2nd_ed.pdf http://tntp.org/files/Teacher-Evaluation-Oct10F.pdf

Is Read99 the result? http://www.newcultureoflearning.com/newcultureoflearning.html **A new culture of learning needs to leverage social & technical infrastructures in new ways.**

We believe a new culture of learning does this in four ways: 1) By thinking about the problem as a crisis in learning rather than teaching 2) By looking at the incredible power of new cultures of learning that are happening already and understanding what makes them successful 3) By tapping new resources: peer to peer learning, amplified by the power of the collective, which favors things like questing dispositions over transfer models of education and embraces play as a modality of exploration, experimentation, and engagement. 4) By understanding how to optimize the resources (and freedom) of large networks, while at the same time affording personal and individual agency constrained within a problem space created by a bounded learning environment.

Powerful video [|PopTech 2010 Social Innovation Fellow]

1/15/11 pages 52- 105 Contextual analysis supports the greatest gains. Pg 52 Page 57 Concept Map for Vocab(-NAIT Diekhoff, et al. 1982) Page 61 Self Selected Vocab List Wide Reading p. 65
 * What I am Reading Now: Handbook of college reading**
 * Vocabulary development:**



pg. 76 Schema and Cultural Differences Choice -as in personal Interest Challenge-task must require effort Control-Student has contol of their learning situation Collaboration-Social interaction with peer most motivating
 * Comprehension of College Readers**
 * Motivation** pg. 80



Direct Instruction most effective Graphic Organizers-allow students to visualize key concepts/definitions Concept Mapping PreViews Isolate Key Information Underline an Highlight Annotation Elaborating-relate to information students already know Elaborative Interrogation-insert why questions in text or lecture Elaborative Verbal Rehearsal- Similar to Picture walk Self-Testing
 * Organizing Strategies**:

1/14/11 pages 1-52 eBook from http://www.netlibrary.com/Reader/
 * What I am Reading Now**

Kamishibai (kah-mee-she-bye) http://www.kamishibai.com/history.html