New eclecticism: An inclusive pedagogical perspective for literacy and learning

Manzo, Anthony V.; Manzo, Ula

doi:10.1080/19388079709558238

Cited by 3 publications

(14 citation statements)

References 5 publications

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“…The primary purposes of before reading are to build and activate prior knowledge, preview text structure and elements, motivate students, and prepare students for purposeful inquiry while reading (Manzo et al, 2009; Vacca et al, 2014). Effective readers prepare for engaging with a text by creating clear goals before they read (Pressley, 2002) and making predictions and posing questions about what they will encounter based on their prior knowledge of the topic, the text’s characteristics, and their purposes for reading (Duffy, 2014).…”

Section: Before Readingmentioning

confidence: 99%

“…During reading is active engagement in the text and focuses on metacognitive monitoring and iterative processes of meaning-making and correction of errors. Effective content area readers recognize important parts of the text, alter their reading approach in response to their observations, correct errors in reading, and make predictions of what is to come (Duffy, 2014; Manzo et al, 2009; Vacca et al, 2014). Good readers pay attention to components that align to their goals set in before reading , reread information that is particularly important or difficult, and integrate the text into their existing schema (Pressley, 2002).…”

Section: During Readingmentioning

confidence: 99%

“…After reading focuses on bridging the gap between the student and the text by reconstructing and enhancing existing schema and extending engagement with a single text to other texts and experiences (Manzo et al, 2009; Vacca et al, 2014). Broadly speaking, the role of after reading is to analyze, evaluate, and synthesize activities from during reading within the broader student experience (Duffy, 2014).…”

Section: After Readingmentioning

confidence: 99%

“…One of the ways we determine whether our content instruction has been successful, or what the students have learned, is by examining the ways in which they negotiate and create texts” (p. 33). Content area literacy provides specific strategies that help students in “understanding the author’s message (reading the lines), interpreting the message’s meaning and implications (reading between the lines), and applying the message in meaningful ways (reading beyond the lines)” (Manzo, Manzo, & Thomas, 2009, p. 6). Including content area literacy in the music classroom can aid students in meaningful, independent engagement with the printed and aural texts they study and perform.…”

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confidence: 99%

“…Content area literacy is intended to augment, not supplant, content-specific methods by systematically exploring authentic texts that are already part of a discipline’s instruction (Draper & Siebert, 2010). The instructional practices of content area literacy explicitly teach students to approach authentic texts with specific strategies during three phases of reading— before, during , and after reading (B-D-A; Manzo et al, 2009; Vacca et al, 2014). Each stage serves a different role in building and developing student literacy using discipline-general strategies.…”

mentioning

confidence: 99%

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Content Area Literacy in Ensemble Music Education: The Before-During-After Instructional Framework

Weidner

2017

Journal of Music Teacher Education

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Teacher licensure policies and state standards for English/language arts have made content area literacy a necessary component for most music teacher education programs. Unlike teachers in other areas of the school curriculum, music educators have not broadly integrated literacy into their instructional practices. The Before-During-After (B-D-A) instructional framework is commonly used in content area literacy and provides a powerful tool for promoting student critical thinking and metacognitive awareness. B-D-A is supported by content area literacy strategies that can be used across the curriculum, and music educators can use them to encourage student engagement with authentic music texts by focusing on the artistic processes of responding and connecting. Adoption of content area literacy and B-D-A into music ensemble methods coursework can aid preservice and in-service music teachers as they engage students in music learning, support cross-curricular collaboration and professional development, and promote overall student literacy.

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Section: Before Readingmentioning

confidence: 99%

Section: During Readingmentioning

confidence: 99%

Section: After Readingmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Content Area Literacy in Ensemble Music Education: The Before-During-After Instructional Framework

Weidner

2017

Journal of Music Teacher Education

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Explicit Self-Regulated Strategy Development Versus Reciprocal Questioning: Effects on Expository Reading Comprehension Among Struggling Readers.

Mason¹

2004

Journal of Educational Psychology

162

135

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The effects of 2 rigorous strategic approaches to reading comprehension for 32 5th-grade students who struggle with reading were investigated. The first approach, TWA (Think before reading, think While reading, think After reading), was taught following explicit self-regulated strategy development instructional procedures (K. R. Harris & S. Graham, 1999). The second approach, reciprocal questioning (RQ), was taught following Cooperative ReQuest procedures developed by A. V. Manzo, U. C. Manzo, and T. H. Estes (2001). Compared with RQ students, TWA students improved significantly (with medium to large effect sizes) on 5 oral reading comprehension measures. There were no significant differences, however, between groups on 3 written comprehension measures, self-efficacy, or motivation. Students were positive about each intervention.

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Development of an instructional model integrating WebQuest learning approach and reflective practice to enhance English critical reading ability of undergraduate students in Cambodia

Chhouk

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The purposes of this study were 1) to develop an instructional model integrating WebQuest Learning Approach and Reflective Practice to enhance English critical reading ability of undergraduate students, 2) to investigate the effectiveness of the instructional, and 3) to investigate undergraduate students? English critical reading ability development learning with the instructional model. The research and development processes were divided into four phases: 1) studying of the significance of the problem and learning approaches, 2) developing of the instructional model integrating WebQuest Learning Approach and Reflective Practice, 3) Studying the effectiveness of the instructional model integrating WebQuest Learning Approach and Reflective Practice, and 4) Revising and developing the instructional model integrating WebQuest Learning Approach and Reflective Practice. The sample consisted of 11 second-year undergraduate students majoring in English as a foreign language at the Faculty of Language, Arts, and Humanities in a university in Cambodia. The sample were purposively selected and studied with the newly developed instructional model for 10 weeks, total of 30 hours. The instrument was the English critical reading ability test. Quantitative statistic used in this study was Wilcoxon Signed-ranks test. Qualitative data were analyzed using content analysis. The results showed that: 1. The instructional model integrating WebQuest Learning Approach and Reflective Practice consisted of five learning steps: 1) Generating skepticism, 2) Assigning the Quest, 3) Exploring the Quest, 4) Reflecting the Quest and 5) Concluding the Quest. 2. A Wilcoxon Signed-Ranks test indicated the sample (were taught with the instructional model integrating WebQuest Learning Approach and Reflective Practice) had significantly higher critical reading ability mean score in the posttest compared to those in the pretest at .05 level of significance. 3. The sample (were taught with the instructional model integrating WebQuest Learning Approach and Reflective Practice) resulted in the higher development of the English critical reading ability after experienced with the instruction.

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New eclecticism: An inclusive pedagogical perspective for literacy and learning

Cited by 3 publications

References 5 publications

Content Area Literacy in Ensemble Music Education: The Before-During-After Instructional Framework

Content Area Literacy in Ensemble Music Education: The Before-During-After Instructional Framework

Explicit Self-Regulated Strategy Development Versus Reciprocal Questioning: Effects on Expository Reading Comprehension Among Struggling Readers.

Development of an instructional model integrating WebQuest learning approach and reflective practice to enhance English critical reading ability of undergraduate students in Cambodia

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