Full metadata
Title
Literature in the Classroom: What Instructional Practices Foster Improved Reading, Writing, and Critical Thinking Skills?
Description
The purpose of this study is to determine the types of classroom instructional activities commonly used in teaching literature. Data were collected at ASU Preparatory High School. The study determined that literature-based lessons and activities fall under three categories: reading, writing, and discussion. Classroom observations revealed that reading, writing, and discursive activities were designed to promote higher-ordering thinking. These activities included silent reading, annotating text, reading aloud, keeping reading response journals, practicing essay writing, and participating in Socratic discussion. The teachers at ASU Prep used the listed activities with the intent to challenge their English students to engage in active learning, to improve reading, writing, and discursive skills, and promote critical thinking skills.
Date Created
2015-05
Contributors
- Sarik, Vivian Roathany (Author)
- Blasingame, James (Thesis director)
- Ingram-Waters, Mary (Committee member)
- Barrett, The Honors College (Contributor)
- School of International Letters and Cultures (Contributor)
- Department of English (Contributor)
Topical Subject
Resource Type
Extent
31 pages
Language
Copyright Statement
In Copyright
Primary Member of
Series
Academic Year 2014-2015
Handle
https://hdl.handle.net/2286/R.I.29073
Level of coding
minimal
Cataloging Standards
System Created
- 2017-10-30 02:50:57
System Modified
- 2021-08-11 04:09:57
- 2 years 8 months ago
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