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- W218672068 abstract "thinking by intensive practice. The basic set of exercises is in three workbooks (Lasser-Cohen, 1979) and is of several types (see Table): (a) verbal exercises based on texts and requiring various cognitive operations, (b) verbal exercises each of which requires mainly one particularly cognitiv operation, (c) exercises based on nonv rbal material (shapes) and requir ng various cognitive operations. The program also offers the pupil two additional sets of exercises (preparaory worksheets and case studies) and ome ets of didactic games. The verbal exercises based on texts 544 Journal of Reading March 1 985 This content downloaded from 157.55.39.223 on Wed, 24 Aug 2016 04:49:22 UTC All use subject to http://about.jstor.org/terms use short texts taken from such varied sources as daily newspapers, popular books on science for youth, stories and poems, essays by philosophers. The texts are classified according to the message they contain, and can be divided into three types, each requiring its own approach from the reader (based on Stahl, 1974): (1) Informative texts communicate facts, give simple explanations of familiar phenomena, and introduce structure and methods of action. They require of the reader attention to details, understanding of principles, and distinguishing between principal and subordinate. (2) Literary texts center on description, imagination, emotions, and drawing of morals. They require the reader to enter into the world described, to receive impressions, and to relate things to personal experience. , (3) Speculative texts deal mainly with abstract and current issues in social and individual life. These are generally extracts from essays, requiring that the reader follow the arguments and understand definitions and explanations accompanying them. These texts also require the reader to understand the implications of the material, appraise and criticize it. Each text is accompanied by questions and cognitive tasks. Some of the questions are suited to the nature of the texts, some relate to the linguistic aspect, and some are only loosely connected to the text and aimed at a particular cognitive operation, often with humor. The first section of the questions accompanying the texts deals with comprehension of the material and can be divided into groups arranged by the cognitive dimensions of text comprehension as proposed by Barret (Clymer, 1968) after Bloom's taxonomy (Bloom, 1966), as follows: (1) Verbal understandingquestions to which the answers use ideas and information appearing explicitly in the" @default.
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- W218672068 date "1985-01-01" @default.
- W218672068 modified "2023-09-26" @default.
- W218672068 title "A Program for Fostering of Reading and Thinking of Disadvantaged Adolescents in Israel." @default.
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