Nancy Anderson | Texas Woman's University (original) (raw)
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Papers by Nancy Anderson
Network News, 1999
Why is it important to take a closer look at the patterns of language, or discourse, in the conve... more Why is it important to take a closer look at the patterns of language, or discourse, in the conversations in Reading Recovery teachers' lessons? Conversations occur throughout the lesson as teachers communicate with children and are not limited to a procedural component of the lesson related to composing. Teachers' theories of the world, literacy learning, and children are manifested in the discourse patterns evident in their interactions with children. It is crucial that Reading Recovery teacher leaders inventory their assumptions about language. This article first addresses how children construct communicative competencies necessary for success in school. Then, the teacher/author uses examples in the article from her own lessons to examine discourse patterns that help or hinder language learning. The article closes with a call to teacher leaders and teachers to check on their assumptions through examining patterns of language interactions in lessons. (Contains 14 references.) (NKA) Reproductions supplied by EDRS are the best that can be made from the original document.
The Reading Teacher, 2011
Journal of Online …, 2008
The Reading Teacher, 2016
Readers who struggle with literacy learning must learn to self-monitor text reading. This article... more Readers who struggle with literacy learning must learn to self-monitor text reading. This article describes their unique needs and proposes three critical aspects of teaching for self-monitoring. C onsider the following examples from a smallgroup reading intervention lesson using The Chick and the Duckling by Mirra Ginsburg (1972) with four children: Text: "A duckling came out of the shell." Child 1: "A chick came out of the shell." [keeps reading] Child 2: "A duckling cracked out of the shell." [stops, making a quizzical expression] Child 3: "A duckling…" [rereads] "A duckling came out of the shell." Child 4: "A duckling comes…" [self-corrects] "came out of the shell."
Network News, 1999
Why is it important to take a closer look at the patterns of language, or discourse, in the conve... more Why is it important to take a closer look at the patterns of language, or discourse, in the conversations in Reading Recovery teachers' lessons? Conversations occur throughout the lesson as teachers communicate with children and are not limited to a procedural component of the lesson related to composing. Teachers' theories of the world, literacy learning, and children are manifested in the discourse patterns evident in their interactions with children. It is crucial that Reading Recovery teacher leaders inventory their assumptions about language. This article first addresses how children construct communicative competencies necessary for success in school. Then, the teacher/author uses examples in the article from her own lessons to examine discourse patterns that help or hinder language learning. The article closes with a call to teacher leaders and teachers to check on their assumptions through examining patterns of language interactions in lessons. (Contains 14 references.) (NKA) Reproductions supplied by EDRS are the best that can be made from the original document.
The Reading Teacher, 2011
Journal of Online …, 2008
The Reading Teacher, 2016
Readers who struggle with literacy learning must learn to self-monitor text reading. This article... more Readers who struggle with literacy learning must learn to self-monitor text reading. This article describes their unique needs and proposes three critical aspects of teaching for self-monitoring. C onsider the following examples from a smallgroup reading intervention lesson using The Chick and the Duckling by Mirra Ginsburg (1972) with four children: Text: "A duckling came out of the shell." Child 1: "A chick came out of the shell." [keeps reading] Child 2: "A duckling cracked out of the shell." [stops, making a quizzical expression] Child 3: "A duckling…" [rereads] "A duckling came out of the shell." Child 4: "A duckling comes…" [self-corrects] "came out of the shell."