My Journey With Learning Logs

Hurst, Beth

doi:10.1598/jaal.49.1.5

Cited by 10 publications

(6 citation statements)

References 3 publications

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“…Proficient readers use strategies, such as forming visual images while reading, connecting the information to practical situations or previous knowledge, recalling settings and events that are similar to that which is being read, predicting, and asking questions (Hurst, 2005;Guthrie & Alvermann, 1999;Boakye, Pretorius, & van Dyke, 2012. Readers who use a wide range of appropriate reading strategies, such as those mentioned above, have high reading proficiency levels and perform better academically (Nel, Dreyer, & Klopper, 2004;Singhal, 2001).…”

Section: Reading Strategiesmentioning

confidence: 99%

Exploring Students’ Reading Profiles to Guide a Reading Intervention Programme

Boakye¹

2017

ELT

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There have been a number of studies on reading interventions to improve students' reading proficiency, yet the majority of these interventions are undertaken with the assumption that students' reading challenges are obvious and generic in nature. The interventions do not take into consideration the diversity in students' reading backgrounds and the specific nature of the challenges. Thus interventions may not address students' specific reading needs. This paper reports on a study that explored students' reading profiles as a needs analysis for an intervention programme to improve the reading proficiency of first-year Sociology students. The aim was to investigate the students' reading backgrounds to determine their specific reading needs. A Likert scale questionnaire with an open-ended section was used to explore the students' reading profiles. The Likert scale questions were analysed quantitatively, while the open-ended questions were analysed qualitatively. In addition, a regression analysis was conducted to determine the correlation between students' use of strategies and their self-efficacy levels. The findings show that a number of students have little reading experience, use inappropriate reading strategies, and have low self-efficacy and poor reading habits. In addition, students identified comprehension, language, vocabulary, length and density of Sociology texts as factors compounding their reading challenges. This paper discusses the implications of these findings in designing an appropriate reading intervention programme for this cohort.

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Section: Reading Strategiesmentioning

confidence: 99%

Exploring Students’ Reading Profiles to Guide a Reading Intervention Programme

Boakye¹

2017

ELT

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“…Later we recall it by referring back to its association with what we had previously mastered. These are some of the ways that successful readers make sense of textual material (Coutant and Perchemlides 2005;Fordham 2006; Guthrie and Alvermann 1999;Hurst 2005;Jensen 1998;Leveen, 2005;Spargo 1977;Tovani 2005). In the research on memory, this is called "semantic memory" (rooted in meaning) as opposed to "episodic memory" (tied to a specific joke, gesture, episode, or pneumonic to aid recall) (Tagg 2003).…”

Section: Deep Reading Cost/benefit and The Construction Of Meaning: Enhancing Reading Comprehension And Deep Learning In Sociology Coursementioning

confidence: 99%

Deep Reading, Cost/Benefit, and the Construction of Meaning

Roberts

2008

Teach Sociol

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Reading comprehension skill is often assumed by sociology instructors, yet many college students seem to have marginal reading comprehension skills, which may explain why fewer than half of them are actually doing the reading. Sanctions that force students to either read or to pay a price are based on a rational choice model of behavior—a perspective that many students seem to bring with them. However, deep reading—reading for long-term retention of the material and for comprehension at a level that can be perspective-transforming—involves constructing meaning as one reads. Students need help developing reading strategies that enhance this process. Moreover, cost/benefit coercion of reading does not necessarily enhance construction of meaning or deep-learning; indeed, it may reward minimalist or surface reading. This essay is an excursion into theory on deep learning and the implications of that theory for engaging students in reading. An assignment based on multiple intelligences and fostering reading comprehension is suggested and some initial data are provided regarding possible success of this strategy.

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“…The pedagogical value in the context of learning is described in several publications (Babcock, 2007; Hurst, 2005). Weblogs can foster the establishment of a learning and teaching environment in which students and teachers experience a greater degree of equality and engagement.…”

Section: Discussionmentioning

confidence: 99%

Facilitating E-Learning with Social Software

Bernsteiner¹,

Ostermann²,

Staudinger³

2008

International Journal of Web-Based Learning and Teaching Technologies

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This article explores how social software tools can offer support for innovative learning methods and instructional design in general, and those related to self-organized learning in an academic context in particular. In the first section, the theoretical basis for the integration of wikis, discussion forums, and Weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools that support learning from a student's perspective. The article concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment.

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My Journey With Learning Logs

Cited by 10 publications

References 3 publications

Exploring Students’ Reading Profiles to Guide a Reading Intervention Programme

Exploring Students’ Reading Profiles to Guide a Reading Intervention Programme

Deep Reading, Cost/Benefit, and the Construction of Meaning

Facilitating E-Learning with Social Software

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