Готові списки джерел за темами / Reading as conversation

Добірка наукової літератури з теми "Reading as conversation"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями

Оберіть тип джерела:

Зміст

Ознайомтеся зі списками актуальних статей, книг, дисертацій, тез та інших наукових джерел на тему "Reading as conversation".

Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.

Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.

Статті в журналах з теми "Reading as conversation"

1

Davies, Katherine. "Heidegger’s Conversational Pedagogy." Research in Phenomenology 52, no. 3 (September 26, 2022): 399–424. http://dx.doi.org/10.1163/15691640-12341507.

Повний текст джерела
Анотація:
Abstract Between 1944 and 1954, Heidegger wrote five dialogues – or conversations – that stage philosophical discussions. I argue these texts develop a yet unacknowledged Heideggerian pedagogy of conversation. From the characters he conjures to the topics of their discussions, Heidegger underscores the importance of teaching and learning differently in each conversation and shapes his own pedagogical sensibility. Each text uniquely elaborates a particular element of his pedagogy, including the importance of attending to attunement, making mistakes, coming together in community, poetic interpretation, and the dangers of conversational language itself. Only in reading the conversations together does Heidegger’s conversational pedagogy emerge. Above all, the teacher must resist assuming an authoritative role with her students; the Heideggerian teacher must learn to silently gesture toward the locale of the question-worthy by preserving its alterity.
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Maulana, Nanang, and Susi Susanti. "Analisis Implikatur Percakapan Dalam Novel Si Anak Spesial Karya Tere Liye dan Pemanfaatannya Sebagai Bahan Ajar di Sekolah Menengah Atas." GERAM 10, no. 2 (December 28, 2022): 98–110. http://dx.doi.org/10.25299/geram.2022.vol10(2).10715.

Повний текст джерела
Анотація:
This study analyzes conversational implicatures in Tere Liye's The Special Child novel and its use as teaching material in high school. This study aims to describe common conversational implicatures and their use as teaching materials in high school. The author's reason for conducting this research is to understand the novel not only by reading it as a whole but also to interpret the implicit messages contained in the novel by understanding the conversational implicature, the context of the conversation, and the form of the conversation. This study uses a qualitative descriptive research method. The techniques used in data collection are reading strategies and note-taking techniques. The data source of this research is the data source obtained only based on the novel The Special Child by Tere Liye, which is analyzed using Nadar's theory. Data analysis uses three stages: data reduction, presentation, and conclusion. The study indicates that conversational implicatures in the novel Si Anak Special by Tere Liye found as many as 25 general conversations. 3.9 about analyzing the content and language of the novel. With the learning objectives, students can analyze the content and language of Tere Liye's The Special Child novel, which contains conversational implicatures
Стилі APA, Harvard, Vancouver, ISO та ін.
3

Archer, Kenneth J. "Spirited Conversation about Hermeneutics." PNEUMA 39, no. 1-2 (2017): 179–97. http://dx.doi.org/10.1163/15700747-03901007.

Повний текст джерела
Анотація:
This article provides a critical assessment of Craig S. Keener’s Spirit Hermeneutics: Reading Scripture in the Light of Pentecost. It raises concerns regarding Keener’s commitment to grammatico-historical exegesis and questions whether pentecostal hermeneutics would not be better served by deconstructing the objective/subjective dichotomy that is prevalent in evangelical hermeneutics. A hermeneutical theory free from this dichotomy would coalesce nicely with postcolonial readings and with Keener’s own anecdotal testimonies of pentecostal and charismatic experiences. Lastly, the practice of principlizing the text is interrogated.
Стилі APA, Harvard, Vancouver, ISO та ін.
4

Hoff, Erika. "Context effects on young children’s language use: The influence of conversational setting and partner." First Language 30, no. 3-4 (August 2010): 461–72. http://dx.doi.org/10.1177/0142723710370525.

Повний текст джерела
Анотація:
This article reports on two studies investigating the effect of contextual variables on young children’s language use in conversation. In Study 1, 20 children between age 1;5 and 2;2 were recorded in conversation with their mothers in three settings: mealtime, toy play, and book reading. In Study 2, 16 children between age 1;9 and 3;0 were recorded in dyadic toy play interaction with three different conversational partners: a 5-year-old older sibling, an 8-year-old older sibling, and their mother. Both studies found effects of the contextual variable on children’s vocabulary use and discourse cohesion.The children used a richer vocabulary and produced more topic-continuing contributions in book reading than in other contexts, and they used a richer vocabulary and produced more responses to questions in conversation with their mothers than in conversation with their older siblings. Despite mean effects of context, there was cross-context stability in the individual differences among children.
Стилі APA, Harvard, Vancouver, ISO та ін.
5

Rofiah, Khofidotur. "PENGAJARAN MEMBACA DAN MENULIS BAGI PESERTA DIDIK TUNARUNGU." Jurnal Pena Indonesia 2, no. 1 (February 21, 2017): 47. http://dx.doi.org/10.26740/jpi.v2n1.p42-55.

Повний текст джерела
Анотація:
Reading and writing skills is coverage of more complex language skills of listening and speaking skills. We need the best approach in developing the literacy skills of children with hearing impairment. In some studies that focus on accuracy syntax hearing impaired children, it was found that they tend to use many of the same phrases over and over again in simple sentences, a little more complex sentences, and make lots of small mistakes in the use of sentence structure, word number, the use of pronouns and said pointer, and so on. This paper discusses several options approach in teaching reading and writing skills of deaf children, namely (1) conversations from heart to heart (perdati), (2) read ideovisual (percami), (3) read receptive, (4) the exercise of reflective, and (5) conversation or conversations linguistic grammar or also called reflective conversation grammar.
Стилі APA, Harvard, Vancouver, ISO та ін.
6

Kaul, Asha, and Anuradha Pandit. "Playing the Game of Communication: Enhancing Skills through a Reading of Literature." Vikalpa: The Journal for Decision Makers 33, no. 2 (April 2008): 1–14. http://dx.doi.org/10.1177/0256090920080201.

Повний текст джерела
Анотація:
Managerial communication⁄conversation in organizations is difficult to capture in its complexities. Even if attempts are made, the outcome is rarely, if ever, natural and spontaneous. How then do we proceed with an understanding of: the principles to be followed the conversational goals adhered to/violated the goals of conversationalists? A noveau approach can be to study the nuances relating to conversation by using drama as a heuristic device to gain an understanding of the complexities governing structure of communication, goals of participants, and application of conversational principles. We argue that there is little difference between simulated and naturally occurring talk in managerial situations. Researchers have been skeptical about the use of literature for an understanding of conversation in the managerial context. To validate the feasibility of our discussion, we borrow from the arguments postulated by literary critics who state that irrationalities in life can best be explored by reading of literature which paints on its canvas, life in its multiple facets. We have narrowed our focus from life to communication and have presented an understanding of managerial conversation through reading of dialogue in plays. Some researchers hold a divergent view (Mura, 1983) and argue in favour of the significance of pragmatics that is, the use of language to communicate: not the linguistic competence of the ideal speaker but the practical use of language in communication. Similarly, we extend our understanding beyond the syntactical and semantic comprehension of conversation by observing the interplay of two well-established principles of conversation: Cooperative (Grice, 1975) and Politeness (Leech, 1983). Through application of these principles to three different plays— The Zoo Story, Endgame, and The Chairs— we demonstrate how the approach can suitably be used for an understanding of managerial communication. Application of the principles to the plays reveals that: The purpose of the talk determines the adherence to or violation of the Principles. The context or situation is equally important in determining the adherence to or violation of the Principles. The “repair” mechanism always follows violation of the Principles. This mechanism ascertains that there is a need⁄desire for the conversation to proceed. In naturally occurring talk within the managerial context, the purpose for the exchange can be either task or relationship centric⁄oriented. In the former, the emphasis is on accuracy of details— the factual correctness with the right quantum of information. Maxims of politeness, in such scenarios, can be forsaken as the ultimate goal is achieving cooperation. If, on the contrary, the purpose is relationship orientation, politeness and its maxims are perforce adhered to. The strategy of “repair” is applied in instances where and when the need for exchange is higher than the desire to “save face.” As it is difficult to recreate a conversational situation, the reading of the same through plays provides great depth and insight into effective and ineffective strategies. This paper provides an alternative method of looking at managerial conversation and understanding the nuances governing talk in the organizational setup. For further understanding, managers and practitioners can: view stylistic devices as question-answer sequences, repetition, etc., in plays study the use and efficacy of stylistic devices extrapolate the findings to managerial talk devise a model for effectiveness in naturally occurring talk using managerial backdrop.
Стилі APA, Harvard, Vancouver, ISO та ін.
7

Obermeyer, Jessica A., Marion C. Leaman, and Lisa A. Edmonds. "Evaluating Change in the Conversation of a Person With Mild Aphasia After Attentive Reading With Constrained Summarization-Written Treatment." American Journal of Speech-Language Pathology 29, no. 3 (August 4, 2020): 1618–28. http://dx.doi.org/10.1044/2020_ajslp-19-00078.

Повний текст джерела
Анотація:
Purpose The purpose of this project was to evaluate the effect of a discourse-level treatment, Attentive Reading with Constrained Summarization–Written (ARCS-W), on conversational discourse. ARCS-W aims to improve spoken and written output by addressing the cognitive–linguistic requirements of discourse production through constrained summarization of novel material. Method This is an experimentally controlled case study with a single participant, Bill. Three conversation samples were collected at pretreatment, and a single conversation was collected 1 month after treatment. The participant completed 24 ARCS-W treatment sessions, and each session included reading and then summarizing a novel current event article following specific constraints (use lexically precise words, stay on topic, use complete sentences) in speaking and writing. Conversation outcomes evaluated the success of each utterance (1–4 scale), grammaticality, and the proportion of utterances with relevant content (relevant utterances). Additionally, behavioral manifestations of word-finding difficulty were evaluated in conversation. Results Bill improved communicative success at the utterance level based on the minimal detectable change. He also demonstrated reductions in behavioral manifestations of lexical retrieval difficulty based on decreases in the percentage of false starts (e.g., t*, t*), mazes (e.g., uh, s*, um), and abandoned utterances. Bill did not increase the proportion of relevant utterances or grammatical utterances in conversation. Conclusions This case study provides preliminary evidence of the potential impact of ARCS-W treatment in conversation. Additionally, the measures implemented to evaluate conversation represent a promising adaptation of a novel methodology to capture change in conversation. Supplemental Material https://doi.org/10.23641/asha.12375053
Стилі APA, Harvard, Vancouver, ISO та ін.
8

DAVIS, ELLEN F. "Self-Consciousness and Conversation: Reading Genesis 22." Bulletin for Biblical Research 1, no. 1 (January 1, 1991): 27–40. http://dx.doi.org/10.2307/26422206.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
9

Chambers, Nathan J. "Reading Genesis 1–2: An Evangelical Conversation." Bulletin for Biblical Research 25, no. 1 (January 1, 2015): 92–93. http://dx.doi.org/10.2307/26371618.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
10

DAVIS, ELLEN F. "Self-Consciousness and Conversation: Reading Genesis 22." Bulletin for Biblical Research 1, no. 1 (January 1, 1991): 27–40. http://dx.doi.org/10.5325/bullbiblrese.1.1.0027.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
Більше джерел

Дисертації з теми "Reading as conversation"

1

McDermott, Kevin. "Reading practice : essays in dialogue and pedagogical conversation." Thesis, University of South Wales, 2002. https://pure.southwales.ac.uk/en/studentthesis/reading-practice(bb8cefb3-0df9-4297-a951-d36423642761).html.

Повний текст джерела
Анотація:
How can I, as a teacher-researcher, read my own practice? How can I, as a teacher-researcher, theorise my practice? These are the central questions pursued in this thesis. They are pursued through three action research projects. The research took place in Firhouse Community College, a second-level school in Dublin. Each of the projects was concerned with exploring the potential of conversation in a number of different school contexts. Chapter one relates my research to the literature on action research and to the literature on dialogue in education, and relates my work to the ethical concepts of friendship and care. The chapter also outlines the methodological approach and the data used in the research. Chapter two relates the interpretative reading of my own practitioner accounts to critical theory and the emancipatory ambition of its reflective practices. A project on student friendship groups is discussed in chapters three and four. These chapters highlight friendship as an important social and educational phenomenon and identify conversation as a concomitant communicative form. These chapters theorise the concept of pedagogical conversation and relate this concept to Aristotle's theory of friendship. Chapter five gives an account of a project with a third-year English class, developed around the ideas of dialogue and friendship. In the course of the project, students organised themselves into reading and discussion groups that were largely autonomous and self-regulating. Chapter six reviews the role and place of the teacher in the discourse of the classroom, in a dialogic teaching situation, and explores the potential of dialogue as means of enquiry and reflection. Chapter seven contrasts the peaceable conversation of professional friendship with the disputatious debate that often occurs at formal staff meetings. Chapter eight offers some reflective comments on the research. This thesis lays the foundation for a theory of teaching as a form of social practice, characterised by a disposition of care that is associated with friendship, and expressed through conversation. In doing so, it makes a valuable and original contribution to the literature on teaching and school culture. In its development of a dialogic model of research, the thesis makes a contribution to the literature on action research and practitioner enquiry.
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Berlinger, Randi S. "Negotiating Identities Through Langauge,Learning, and Conversation." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194420.

Повний текст джерела
Анотація:
This ethnographic study explored everyday lived experiences of a group of Latina women in school and in the community in an Adult Basic Education (ABE) setting. I examined the functions of discourse in ABE in literacy events (Heath, 1983). In this way, I gained insights into literacy practices through ethnography of communication (Heath, 1983; Hymes, 1972, 1977; Philips, 1993; Saville-Troike, 2003). Narratives provided insights about what was communicated in everyday interactions.In a "teaching to the test" ideological environment, the Latina participants in this study shared knowledge and experiences and created a unique sociocultural (Vygotsky, 1978) context for learning. Over time, a community of practice (Wenger, 1998) developed through mutual engagement, joint effort, and shared repertoire which included in and out of school literacies. Salient was the collaborative effort among a local community center, community college, and school district which strived to meet the needs of Latina/o students and their families. These multiple communities of practice provided a support network integral to sustaining a community of learners.The backdrop of this study, an American-Mexican Southwest border region, was the cultural context in which American education and Latinas' Sonora Mexican world views met. This hybrid space or borderlands Anzaldua (1987) described as a place where two cultures merged to form a third culture. In practice, this hybrid space was explored in discursive practices which provided an alternative space, a third space (Moje, Cicechanowski, Kramer, Ellis, Carrillo, & Collazo, 2004) in which identities were negotiated. Participants negotiated to find balance, a synergy between change and maintenance, which was ongoing as they struggled to maintain a traditional world view while accommodating new ideas.Integral to ongoing identity construction were the relationships with language, learning, and conversation. A story emerged from daily acts and events that reflected negotiated individual and social identities in the practice of literacy, teaching, and learning. This study demonstrates the insights ethnographic investigations can bring to understanding the functions of discourse in the construction of identity and socialization into learning.
Стилі APA, Harvard, Vancouver, ISO та ін.
3

Lucado, Charles Hubbart. "Enhancing teacher growth through conversation : an analysis of colleague conversation during the planning and teaching of a reading assessment course /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10022007-144902/.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
4

Graham, Deborah Ann. "A rising tide : uncovering teacher knowledge through conversation to inform the teaching of reading." Thesis, University of Nottingham, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588062.

Повний текст джерела
Анотація:
The assertion of this dissertation is that teachers engage in conversation as a way to construct and reconstruct knowledge in their teaching of reading. In this study I investigate this claim by exploring the experiences of eight elementary/middle school teachers enrolled in my online reading course. Narrative, which is the telling of stories, is the form of inquiry that I use in this dissertation. It is a methodology where the data set consists of stories which are constructed by the participants and the researcher. In this case, stories are created from online discussion threads where teachers engaged in ongoing conversation about reading. In analysing these discussions I attend to two overriding questions posed to participants prior to each discussion: 1) what connections does the reading bring forward with my experiences as a reader or as a teacher of reading? and 2) what new wonders, insights, and possibilities does the reading raise for me as I consider it in relation to my understanding of the reading process? These two components-the stories of teachers' experiences in the teaching of reading, and the analysis of these stories-form a large part ofthe study. Along with narrative inquiry into teachers' stories of practice in reading, I consider a further question: How might the analysis of what is uncovered through this study serve to inform novice teachers as they enter into the teaching profession? I examine teacher knowledge and the role of dialogue to enhance such knowledge in order to contribute to the development of teachers beginning their career.
Стилі APA, Harvard, Vancouver, ISO та ін.
5

Sturesson, Emma. ""Ska vi skriva bokrecension sen, eller?" : En studie om arbete med läsförståelse på högstadiet." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65999.

Повний текст джерела
Анотація:
The aim of the study is to investigate how theories of close reading and literature conversations can be used in the practice of teaching. As a way to achieve insight into this, I have applied the method of action research to study different strategies for reading comprehension. Action research is a suitable method to acquire knowledge about one’s own work for purposes of development. The result indicates that a classroom where more than one voice can be heard and where different forms of conversation can be represented can further the pupils’ experience of and engagement in the teaching. The pupils’ evaluations allow me to draw the conclusion that the methods by which I worked – close reading, whole-class discussions and group discussions, and individual writing – appear to have had a positive effect on the development of the pupils’ reading comprehension.
Стилі APA, Harvard, Vancouver, ISO та ін.
6

Sjöberg, Amandha. "Litteratursamtalets möjligheter : En intervjustudie om litteratursamtalets betydelse för läsförståelsens utveckling i årskurs 4-6." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84336.

Повний текст джерела
Анотація:
The purpose of this study is to examine teachers' thoughts about literature conversations. The study amied to find out what theachers think a succsessful literature conversation look like, what opportunities and challenges the method has and what significance the literature conversation has for students' development of reading comprehension. To collect data for the study, semi-structured interviews were conducted with ten certified and active teachers who teaches in grades 4-6. The study is based on Lev Vygotsky's theories of learning, which means that people learn in interaction with others. The results of the study show that teachers believe that the literature converastion is the method that benefits students the most when it comes to developing reading comprehension. The teachers believe that in a successful literature conversation the students learn from each other. This should be done in small groups as the students get a greater opportunity to exspress their thoughts and opinions about the text. The literature conversation is important for students' development of reading comprehension. In conversations, the studnets can help each other to get further in their cognitive thinking. This can be linked to the zone of proximal development, which is a concept in the sociolultural theory of learning and means that children learn in interaction whit others.
Syftet med denna undersökning är att se vilken uppfattning verksamma lärare har om litteratursamtal. Undersökningen syftar till att ur, ett lärarperspektiv, ta reda på hur lärare anser ett lyckat litteratursamtal ser ut, vilka möjligheter och utmaningar metoden har samt vilken betydelse litteratursamtalet har för elevers utveckling av läsförståelse. Till undersökningens datainsamling genomfördes semistrukturerade intervjuer med tio legitimerade och verksamma lärare i årskurs 4–6. Undersökningen utgår ifrån Lev Vygotskijs teorier om lärande vilket innebär att människor lär i samspel med andra. Undersökningens resultat visar att lärare anser att litteratursamtalet är den metod som gynnar eleverna mest när det kommer till utveckling av läsförståelse. I ett lyckat litteratursamtal får eleverna möjlighet till att lära av varandra. Detta bör ske i grupp då eleverna får en större möjlighet till att utrycka sina tankar och åsikter kring texten de har läst. Littertursamtalet har en stor betydelse för elevers utveckling av läsförståelse. I samtalet kan eleverna hjälpa varandra att nå längre i deras kognitiva tänkande. Detta kan kopplas till den närmaste proximala utvecklingszonen som är ett begrepp inom det sociokulturella perspektivet och innebär att barn lär i samspel med andra.
Стилі APA, Harvard, Vancouver, ISO та ін.
7

Facht, Amelie. "Lässtrategiundervisning : Lässtrategiundervisning i samband med högläsning och textsamtal." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78488.

Повний текст джерела
Анотація:
Syftet med undersökningen var att ta reda på hur sex lågstadielärare arbetar med lässtrategier i samband med högläsning och textsamtal. Undersökningen syftade även till att ta reda på vilka frågor lärarna ställer under dessa samtal för att kontrollera elevernas förståelse, samt vilka fördelar undervisningsmetoden har ur ett lärarperspektiv. Undersökningen utgick främst från det sociokulturella perspektivet som innebär att elever lär sig bäst genom dialog tillsammans med andra. En semistrukturerad intervjustudie genomfördes med sex legitimerade lågstadielärare. Resultatet av undersökningen visade att samtliga lärare använder sig av högläsning och textsamtal dagligen i samband med lässtrategiundervisning. Lärarna utgår från olika modeller och en majoritet av respondenterna har inspirerats av lässtrategimodellen En Läsande klass. Resultatet visade även att lärarna arbetar med frågor på, mellan och bortom raderna för att kontrollera elevernas förståelse under textsamtal redan i tidig ålder. Lärarna upplever att högläsning tillsammans med textsamtal utvecklar elevernas läsförståelse och användning av lässtrategier. Samtliga respondenter menar dock att denna typ av undervisning hade varit mer utvecklande för eleverna i mindre grupper.
The purpose of this study was to investigate how six primary school teachers work with reading strategies along with reading aloud and text conversations. The study also aimed to find out what kind of questions teachers use during these conversations in order to assess students' understanding, and the benefits of the teaching method from a teacher's perspective. The theoretical approach of the study is based on the sociocultural perspective, which means that pupils learn through dialogue with others. An interview study was conducted with six licensed primary school teachers. The result showed that all teachers use reading aloud and text discussion along with reading strategy daily. The teachers use different models and a majority of the respondents are inspired by the reading strategy model “En läsande klass”. The result also evinces that the teachers use questions on, between and beyond the lines to verify students understanding during text conversations at an early age. The teachers experience that reading aloud together with text discussion develop students reading comprehension and their use of reading strategies. All respondents also believed that this type of teaching would have been more developing for pupils in smaller groups.
Стилі APA, Harvard, Vancouver, ISO та ін.
8

Lundkvist, Karin. "Chambers i teori och praktik." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3496.

Повний текст джерела
Анотація:

AbstractThis is an essay about Chambers book talk, how Chambers describes them and how they beenpracticed in reality, that´s my purpose. In Chamber´s book Tell me – Children, Reading andTalk, I look specific for Chambers arguments for this kind of literary education and comparethis with teacher’s description of book conversations. I finally compare this result withactually scientific arguments that supported Chambers arguments.Sten-Olof Ullström proclaims the meaning of social interactions as a prerequisite forreading and writing development. He says that the reading education must offer various formsof interaction for pupils to challenge each other. Ullström´s theoretical discussion is mytheoretical point of departure in this essay.I found out that book conversation is a reprehensible method to reach a literarycompetence. I also find out that the interviewed teacher work in an experienced based way,where their educations are founded from pupils experience and conditions.Keywords: book conversation, literary education, reading competence, social interaction

Стилі APA, Harvard, Vancouver, ISO та ін.
9

McConnell, Anne C. "Communication through interruption: The dislocated conversation of writing and reading (Franz Kafka, Austria, Jorge Luis Borges, Argentina, Louis-Rene Des Forets, Nathalie Sarraute, Maurice Blanchot, France)." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3207732.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
10

Csomor, Yvonne, and Martina Viktorsson. "Betydelsen av att läsa högt för barns språkutveckling/The importance of reading loudly to children for their language´s development." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35680.

Повний текст джерела
Анотація:
Syftet med vårt arbete var att undersöka om det har någon betydelse för barns språkutveckling att läsa högt. I bakgrunden gör vi en kort tillbakablick på barnlitteraturens historia. Vidare beskrivs språkutvecklingen hos barn med hjälp av olika teorier. Här beskrivs hur man genom att läsa högt kan utveckla språket, skapa inspiration till att lära sig läsa och skriva och skapa språklig medvetenhet. Det beskrivs om vikten att ta hänsyn till barns olika erfarenheter samt samtalets betydelse för språkets utveckling. Vi intervjuade pedagoger i förskoleklass och grundskola (åk 1-2) där vi undersökte hur och varför de använde sig av högläsning, om pedagogerna anser att läsa högt har någon betydelse för språkutvecklingen samt deras syn på att läsa högt och vad det betyder för dem i sitt arbete. Vi gjorde även verksamhetsobservationer där syftet var att undersöka hur pedagogerna arbetade med barns språkutveckling. Resultatet av undersökningarna visade att pedagogerna använde sig av att läsa högt/högläsning i sin undervisning men i varierad utsträckning.
The objective of our work was to examine if reading loudly has any importance for the development of children’s language. In the beginning we looked in a retrospect at the children literature’s history and continued to describe the development of children’s language according to various theories. At this point we describe how reading loudly can develop language, creating inspiration to learn to read or to write and language’s consciousness. Additionally one needs to consider the effect of children’s difference in experiences and awareness. We interviewed teachers of preschools and elementary classes where we examined how and why they apply the usage of reading loudly, if the teachers acknowledge the importance for the development of children’s language including their view on reading loudly and what it has for an importance on their work. We as well were present at classes and observed their activities with the objective to examine how teachers work with children’s language development. The result of these observations showed that teachers apply the usage of reading loudly at class but in different extends.
Стилі APA, Harvard, Vancouver, ISO та ін.
Більше джерел

Книги з теми "Reading as conversation"

1

Reading snacks: A reading/conversation book. New York: Macmillan, 1992.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Une gigantesque conversation. Monaco: Rocher, 2008.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
3

A, Sawyer John F., and Douglas Mary 1921-, eds. Reading Leviticus: A conversation with Mary Douglas. Sheffield, Eng: Sheffield Academic Press, 1996.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
4

Living language.: Conversation, grammar, culture, reading, writing. New York: Crown, 1994.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
5

Michael, Lettieri, ed. Living language.: Conversation, grammar, culture, reading, writing. New York: Crown, 1994.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
6

Daniel, Holodyk, ed. Living language.: Conversation, grammar, culture, reading, writing. New York: Crown Publishers, 1994.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
7

Heidi, Singer, ed. Living language.: Conversation, grammar, culture, reading, writing. New York: Crown Publishers, 1994.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
8

Helga, Schier, and Suffredini Ana, eds. Living language.: Conversation, grammar, culture, reading, writing, business. New York: Crown Publishers, 1995.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
9

Martin, Andy. Lucky's last laugh: Reading and conversation practice for beginners. New York, N.Y: Longman, 1985.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
10

Storm, Hiroko. Japanese all the way: Conversation, grammar, culture, reading, writing. New York: Crown Publishers, 1996.

Знайти повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
Більше джерел

Частини книг з теми "Reading as conversation"

1

St George, E. A. W. "Victorian Conversation and Victorian Reading." In Browning and Conversation, 11–40. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-12585-2_2.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Jassal, Smita Tewari. "Reading the Risale-Nur in a women’s sohbet." In Islamic Conversation, 22–40. Abingdon, Oxon ; New York, NY : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429422850-2.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
3

Monk, Andrew. "Further Reading." In Common Ground in Electronically Mediated Conversation, 37. Cham: Springer International Publishing, 2009. http://dx.doi.org/10.1007/978-3-031-02184-8_7.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
4

Edmonds, Lynn, and Rosie White. "‘What Did It Mean?’ A Generational Conversation." In Re-reading Spare Rib, 23–40. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49310-7_2.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
5

davis, R. Doug, and Lisa Yaszek. "Reading Science Fiction’s Interdisciplinary Conversation with Science and Technology Studies." In Reading Science Fiction, 181–91. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1057/978-1-137-07898-8_16.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
6

Bartholomae, David. "Reading and Writing in the Academy: A Conversation with David Bartholomae." In Writing on the Margins, 358–71. New York: Palgrave Macmillan US, 2005. http://dx.doi.org/10.1007/978-1-4039-8439-5_24.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
7

Shubeck, Keith T., Ying Fang, and Xiangen Hu. "Math Reading Comprehension: Comparing Effectiveness of Various Conversation Frameworks in an ITS." In Lecture Notes in Computer Science, 617–20. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61425-0_77.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
8

Jansen, Sharon L. "We Need to Talk: Conversation in Moderata Fonte’s The Worth of Women and Marjane Satrapi’s Embroideries." In Reading Women’s Worlds from Christine de Pizan to Doris Lessing, 43–70. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230118812_3.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
9

Boda, Mark J. "IN CONVERSATION WITH STEVEN SCHWEITZER, READING UTOPIA IN CHRONICLES (LHBOTS, 442; LONDON: T.&T.CLARK INTERNATIONAL, 2007)." In Perspectives on Hebrew Scriptures VI, edited by Ehud Ben Zvi, 217–18. Piscataway, NJ, USA: Gorgias Press, 2010. http://dx.doi.org/10.31826/9781463229436-014.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
10

"Reading." In Holy Conversation, 81–97. 1517 Media, 2010. http://dx.doi.org/10.2307/j.ctt22h6sdk.11.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.

Тези доповідей конференцій з теми "Reading as conversation"

1

Qin, Lianhui, Michel Galley, Chris Brockett, Xiaodong Liu, Xiang Gao, Bill Dolan, Yejin Choi, and Jianfeng Gao. "Conversing by Reading: Contentful Neural Conversation with On-demand Machine Reading." In Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/p19-1539.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
2

Quiring, Johanna. "Shared Reading for Valuing Diversity: A Conversation Analysis Approach." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580935.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
3

Ma, Kaixin, Tomasz Jurczyk, and Jinho D. Choi. "Challenging Reading Comprehension on Daily Conversation: Passage Completion on Multiparty Dialog." In Proceedings of the 2018 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies, Volume 1 (Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/n18-1185.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
4

Hixon, Rebecca. "Improving Reading Achievement of English Language Learners One Conversation at a Time: Implementation of the Instructional Conversation Model." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1432491.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
5

Mardiana, Harisa. "The Relationship between Conversation and Reading Approach in Inquiry-Social Media Based Learning." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007172906640669.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
6

Peng, Shimeng, Shigeki Ohira, and Katashi Nagao. "Reading Students’ Multiple Mental States in Conversation from Facial and Heart Rate Cues." In 12th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0009564000680076.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
7

De, Aparajita, Helene Krauthamer, Cherie Ann Turpin, and Ada Vilageliu-Diaz. "English at the Intersection." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.12.

Повний текст джерела
Анотація:
This paper discusses how four faculty from the English BA program have responded to the crises faced during 2020 and beyond: the pandemic, the transition to online teaching, and the ongoing struggle for racial justice. First, Dr. Krauthamer provides an overview of the discussions held during our “Read and Meet” series of weekly, virtual conversations, including faculty from other programs and colleges, alumni, current students, and community members. With 24 sessions in 2020, this series resulted in a reading list of Black Lives Matter materials that we are using in our courses and the submission of a grant to the National Endowment of the Humanities. Dr. De presents how we can “understand and reconcile with some blind spots on conversations about identities and their intersections with the complexities of belonging in the 21st century.” In her words, she is concerned with “how can [one] facilitate a conversation on antiracism without also acknowledging the incompleteness of the ontology of race in the US.” Next, Dr. Turpin presents how she teaches by example, demonstrating how, in her words, “Black feminists are in a unique position to fight for a pedagogical practice that is socially progressive so that the next generation of academics will, indeed, come from the very classroom population from where we have taught.” Dr. Vilageliu-Diaz presents how these conversations can be extended to the community through her community writing project, “StoryTime,” a weekly program where children see and create their own stories. In her words, “There are many ways community-engaged writing and teaching can occur, and one of them is by collaborating with schools and supporting their diversity, equity, and inclusion efforts.”
Стилі APA, Harvard, Vancouver, ISO та ін.
8

Liu, Chuang, Deyi Xiong, Yuxiang Jia, Hongying Zan, and Changjian Hu. "HisBERT for Conversational Reading Comprehension." In 2020 International Conference on Asian Language Processing (IALP). IEEE, 2020. http://dx.doi.org/10.1109/ialp51396.2020.9310487.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
9

Liu, Chuang, Deyi Xiong, Yuxiang Jia, Hongying Zan, and Changjian Hu. "HisBERT for Conversational Reading Comprehension." In 2020 International Conference on Asian Language Processing (IALP). IEEE, 2020. http://dx.doi.org/10.1109/ialp51396.2020.9310487.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
10

Ouyang, Siru, Zhuosheng Zhang, and Hai Zhao. "Dialogue Graph Modeling for Conversational Machine Reading." In Findings of the Association for Computational Linguistics: ACL-IJCNLP 2021. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.findings-acl.279.

Повний текст джерела
Стилі APA, Harvard, Vancouver, ISO та ін.
Також вас можуть зацікавити розширені добірки на тему "Reading as conversation" для конкретних типів джерел:
Статті в журналах Дисертації Книги
Ми пропонуємо знижки на всі преміум-плани для авторів, чиї праці увійшли до тематичних добірок літератури. Зв'яжіться з нами, щоб отримати унікальний промокод!

До бібліографії