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Books on the topic 'Didactic reading'

Author: Grafiati

Published: 29 June 2021

Last updated: 1 February 2022

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1

Reading Virgil and his texts: Studies in intertextuality. Ann Arbor: University of Michigan Press, 1999.

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2

Literature and moral reform: Melville and the discipline of reading. Gainesville: University Press of Florida, 2002.

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3

The burdens of perfection: On ethics and reading in nineteenth-century British literature. Ithaca: Cornell University Press, 2008.

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4

David, Carroll. George Eliot and the conflict of interpretations: A reading of the novels. Cambridge: Cambridge University Press, 1992.

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5

Reading after Actium: Vergil's Georgics, Octavian, and Rome. Ann Arbor: University of Michigan Press, 2005.

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6

Models of reading: Paragons and parasites in Richardson, Burney, and Laclos. Lewisburg, Pa: Bucknell University Presses, 2005.

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7

Wentz, Debra Linowitz. Fait et fiction: Les formules pe dagogiques des "Contes d'une grand'me re" de George Sand. Paris: Nizet, 1985.

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8

Fait et fiction: Les formules pédagogiques des Contes d'une grand'mère de George Sand. Paris: A.-G. Nizet, 1985.

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9

F, Briggs Charles. Giles of Rome's De regimine principum: Reading and writing politics at court and university, c. 1275-c.1525. Cambridge: Cambridge University Press, 1999.

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10

Szkoła narzeczonych: O powieści dla dziewcząt w dwudziestoleciu międzywojennym. Gdańsk: Wydawn. Uniwersytetu Gdańskiego, 2006.

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11

Pickering, Samuel F. Moral instruction and fiction for children, 1749-1820. Athens: University of Georgia Press, 1993.

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12

Die Beeinflussung des Lesers: Untersuchungen zum pragmatischen Wirkungspotential viktorianischer Romane zwischen 1844 und 1872. Tübingen: M. Niemeyer, 1986.

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13

Demers, Patricia. Heaven upon earth: The form of moral and religious children's literature to 1850. Knoxville: University of Tennessee Press, 1993.

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14

Dydaktyczny charakter powieści dla dziewcząt w dwudziestoleciu międzywojennym. Toruń: Wydawn. Naukowe "Grado", 2009.

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15

Das eigensinnige kind: Schrecken in pädagogischen warnmärchen der aufklärung und der Romantik. Uppsala: Uppsala Universitet, 2005.

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16

Flake, Floyd. Practical virtues: Everyday values and denotations for African American families. New York: Amistad, 2003.

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17

Nur das Denken, das wir leben, hat einen Wert: Zur Erinnerung an den Literaturdidaktiker und Kinder- und Jugendliteraturforscher Malte Dahrendorf (1928-2008). Frankfurt am Main: P. Lang, 2009.

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18

Educating the proper woman reader: Victorian family literary magazines and the cultural health of the nation. Columbus: Ohio State University Press, 2004.

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19

Massing, Jean Michel. Erasmian wit and proverbial wisdom: An illustrated moral compendium for François I : facsimile of a dismembered manuscript with introduction and description. London: Warburg Institute, University of London, 1995.

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20

Dölvers, Horst. Fables less and less fabulous: English fables and parables of the nineteenth century and their illustrations. Newark: University of Delaware Press, 1997.

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21

Reading instruction that works: The case for balanced teaching. 3rd ed. New York: Guilford Press, 2006.

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22

Reading instruction that works: The case for balanced teaching. New York: Guilford Press, 1998.

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23

Reading instruction that works: The case for balanced teaching. 2nd ed. New York: Guilford Press, 2002.

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24

Terryberry, Karl J. Gender instruction in the tales for children by Mary E. Wilkins Freeman. Lewiston, N.Y: E. Mellen Press, 2002.

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25

Understanding and teaching reading: An interactive model. Hillsdale, N.J: L. Erlbaum Associates, 1991.

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26

X marks the spot: Women writers map the Empire for British children, 1790-1895. Athens: Ohio University Press, 2010.

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27

Norcia, Megan A. X marks the spot: Women writers map the Empire for British children, 1790-1895. Athens: Ohio University Press, 2010.

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28

Fantasy and reason: Children's literature in the eighteenth century. Athens: University of Georgia Press, 1985.

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29

Bald, John. Using phonics to teach reading and spelling. London: PCP, 2007.

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30

Bald, John. Using phonics to teach reading and spelling. London: PCP, 2007.

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31

Demers, Patricia. Heaven upon earth: The form of moral and religious children's literature to 1850. Knoxville: University of Tennessee Press, 1993.

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32

Good girls make good wives: Guidance for girls in Victorian fiction. Oxford, OX, UK: Blackwell, 1989.

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33

Kallendorf, Craig. The other Virgil: Pessimistic readings of the Aeneid in early modern culture. Oxford: Oxford University Press, 2007.

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34

A century of French best-sellers (1890-1990). Lewiston: E. Mellen Press, 1994.

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35

Santiesteban Naranjo, Ernan, Kenia María Velázquez Avila, and Niurka Góngora Mena. Teach Reading. Editorial Tecnocientífica Americana, 2021. http://dx.doi.org/10.51736/eta2021edu3.

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Teach reading is a book that is composed by six chapters. The fist, is devoted for the definition of text and its taxonomy. It concludes with the requirements for choosing a didactic text. The second, is dedicated for the definition, analysis and classification of reading. The third is devoted to associated disorders related to the reading process. The fourth, contrasts the traditionalist reading instruction against dynamic-participatory didactic for the teaching-learning process of reading, where it is emphasized on reading participatory methods and techniques. The fifth, is attentive to the generalized reading skill, invariant skill and reading competence. Finally, the sixth is committed to dynamic-participatory didactic strategy for teaching reading,

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36

Miller, Andrew H. The Burdens of Perfection: On Ethics and Reading in Nineteenth-Century British Literature. Cornell University Press, 2010.

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37

Oliveira, Richard Fernandes de, and Iran Ferreira de Melo. Leitura crítica: Por uma escola que se posiciona. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-085-4.

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With this work, we aim to propose a didactic application of the news genre, from the perspective of critical reading practices in Portuguese language teaching, to approach the experiences of dissident gender and sexuality people who are being viewed and represented by the media hegemonic in Brazil. Therefore, we offer teachers 5 texts and 10 activities that can be used for the development of a didactic project that articulates several areas of knowledge and that is also built from an educational vision that dialogues reading, criticism , teaching, learning, assessment and self-assessment. In this sense, due to the theme we are dealing with, we assume a political-epistemological tone combating gender and sexual violence, with education being our battlefield.

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38

A Moral Tale: Children's Fiction and American Culture, 1820-1860. Shoe String Press, Incorporated, 1990.

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39

Anne, Kuhlmann, Söcknick Rainer, Becker Susanne, Universität Oldenburg. Bibliotheks- und Informationssystem., and Oldenburger Stadtmuseum, eds. Wissen ist mächtig: Sachbücher für Kinder und Jugendliche von der Aufklärung bis zum Kaiserreich. Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg, 1990.

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40

Mariani, Giorgio. Waging War on the Sacred. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039751.003.0007.

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This chapter examines William Faulkner's war novel A Fable, which, by rethinking the story of the Passion of Christ as a World War I tale, criticizes both the ideology of war and those readings of the Scriptures that sustain the theory and the practice of war. Notwithstanding the implausibility of the story, in which a figura Christi leads the mutiny of a French battalion, the allegory implies an ethical and political moral that, in the eyes of many critics, makes the text cheaply didactic. Joseph Urgo argues that with A Fable Faulkner tries to renovate our faith in the Scriptures “by supplanting Christ as a figure of authoritarian control and by replacing the martyr with the rebel.” This chapter discusses the themes of Christianity, pacifism, and sacrifice in A Fable and argues that Faulkner's fiction underscores the equivalence between violence and the sacred by juxtaposing to a sacrificial reading of the Gospels an antisacrificial interpretation.

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41

Lang, Birgit. Erich Wulffen and the case of the criminal. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9780719099434.003.0005.

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State Prosecutor and legal reformer Erich Wulffen used the case study genre for legal and largely didactic purposes. Chapter 4 illustrates the adoption of the conventions of sexological case writing by the legal fraternity in twentieth-century Central Europe, and ways in which Wulffen brought the case study genre from the hidden world of the court to the wider public. In doing this, Wulffen carved a niche for himself as an expert in legal reform and sexology in Wilhelmine and Weimar Germany. He embraced different kinds of case modalities over the course of his professional career, targeting professional, middle-class audiences and the wider reading public during his thirty years in the role of prosecutor. The changing success of Wulffen’s publications highlights the intensifying crisis of the expert case study as a modality able to ‘speak the truth’ about modern sexuality and deviance. While Wulffen’s expert case studies about con men and other criminals were highly successful during the Wilhelmine era, the same approach and model for case writing met a more critical audience after 1918. Wulffen embraced the challenge of a new democratic environment by writing implicitly didactical popular crime novels. However, eventually his criminal subjects literally ‘wrote back’ after their sensationalised trials, using case studies in an attempt to narrate their own versions of events. The accounts of these criminals-turned-writers such as convicted paedophile Edith Cadivec. Thus the popularisation of sensationalist case studies, written, for instance, by perpetrators of crime, was an important factor in the case study genre’s loss of respectability.

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42

Técnicas De Lectura Eficaz : Cómo Desarrollar La Capacidad Lectora. Madrid, Spain: Editorial Bruño, 1991.

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43

Bratton, J. S. Impact of Victorian Children's Fiction. Taylor & Francis Group, 2017.

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44

Bratton, J. S. Impact of Victorian Children's Fiction. Taylor & Francis Group, 2015.

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45

Effective strategies for teaching reading. Boston: Allyn and Bacon, 1991.

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46

Simple Reading Activities (Oxford Basics). Oxford University Press, USA, 2000.

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47

Geraldine, Herbert-Brown, ed. Ovid's Fasti: Historical readings at its bimillennium. Oxford: Oxford University Press, 2002.

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48

Coyer, Megan. Professionalisation and the Case of Samuel Warren’s Passages from the Diary of a Late Physician. Edinburgh University Press, 2017. http://dx.doi.org/10.3366/edinburgh/9781474405607.003.0005.

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This chapter reads Samuel Warren’s Passages from the Diary of a Late Physician (1830–7) in its vexed original publishing context – the ideologically charged popular periodical press – in terms of its inception and reception, as well as its initiation of a new genre of ‘medico-popular’ writing, and places this reading in relation to debates surrounding the professionalisation of medicine. The political significance of the original intention to publish the series within the New Monthly Magazine is discussed. Within Blackwood’s, the series is read as a new development of the tale of terror, in which the genre re-coalesces with the case history, a continuation of the morally didactic and implicitly conservative mode of John Wilson’s proto-Kailyard writings, and an idealistic and politicised depiction of a literary and gentlemanly medical man. With its avowed mission to reunite intellect and feeling, Blackwood’s provided an apt platform for the construction of a professional medical man of feeling, following in the tradition of medical ethics initiated by John Gregory (1724–73). However, the reception of the controversial series, as tracked both through letters, reviews, parodies, and imitations, reveals that Warren’s series may be read as both contributing to and detracting from the agenda of professionalisation.

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49

Herbert-Brown, Geraldine. Ovid's Fasti: Historical Readings at Its Bimillennium. Oxford University Press, USA, 2002.

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50

(Foreword), John T. Guthrie, Linda B. Gambrell (Editor), Lesley Mandel Morrow (Editor), and Michael Pressley (Editor), eds. Best Practices in Literacy Instruction, Third Edition. 3rd ed. The Guilford Press, 2007.

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