CREATING PRE, WHILE, POST READING ACTIVITIES
Боковая панель статьи
Основное содержимое статьи
Аннотация
ABSTRACT: This article explores the significance of incorporating pre-, while-, and post-reading activities to improve reading comprehension and foster critical thinking skills. The study examines the key components of each activity phase and their contributions to the reading process. It analyzes the benefits of pre-reading activities in activating prior knowledge and setting reading goals. The article also discusses the value of while-reading activities in promoting active engagement and comprehension monitoring. Furthermore, it highlights the importance of post-reading activities in reinforcing understanding, encouraging reflection, and extending learning outcomes. By understanding the purpose and implementation of these activity phases, educators can develop effective reading instruction that supports students’ overall literacy development.
Информация о статье
Библиографические ссылки
REFERENCE:
Bainbridge, Joyce; Malicky, Grace (2000). Constructing meaning: balancing elementary language arts. Toronto: Harcourt. ISBN 978-0-7747-3660-2.
Banai K, Hornickel J, Skoe E, Nicol T, Zecker S, Kraus N (November 2009). "Reading and subcortical auditory function". Cerebral Cortex. 19 (11): 2699–2707. doi:10.1093/cercor/bhp024. PMC 2758683. PMID 19293398.
Bulling, Andreas; Ward, Jamie A.; Gellersen, Hans; Tröster, Gerhard (2008). "Robust Recognition of Reading Activity in Transit Using Wearable Electrooculography". In Jadwiga Indulska; Donald J. Patterson; Tom Rodden; Max Ott (eds.). Pervasive Computing: 6th International Conference, PERVASIVE 2008. Berlin: Springer. pp. 19–37. CiteSeerX 10.1.1.718.5057. doi:10.1007/978-3-540-79576-6_2. ISBN 978-3-540-79575-9.
Burke, Peter; Briggs, Asa (2002). A social history of the media: from Gutenberg to the Internet. Cambridge, UK: Polity. ISBN 978-0-7456-2375-7.
Castles A, Coltheart M, Wilson K, Valpied J, Wedgwood J (September 2009). "The genesis of reading ability: what helps children learn letter-sound correspondences?". Journal of Experimental Child Psychology. 104 (1): 68–88.