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- W271917352 abstract "ing reader's concern is with making use of what he reads, with what he takes away from reading. In aesthetic reading, in contrast, the reader's primary concern is with what happens during actual reading event. . . . The reader's attention is centered directly on what he is living through during his relationship with that particular (p. 24-25). Efferent reading is predominant mode in reading of nonfiction books; usually reader is searching for specific information. However, in well-crafted informational books sought-after information is discovered as part of a literary experience which is primarily aesthetic: focused on feeling, on images, and on shape of text itself. Of course, same text can be read either efferently or aesthetically. The point here is not to elevate one mode above other, but to point out that children can learn how to read different texts in different ways for different purposes. One way to do that is to give them opportunities and reasons to read materials which are widely divergent in style, tone, and function. We must support students as they read, helping them to discover various strategies which are useful in each instance, whether it be to scan quickly, to probe deeply or to lose oneself in shape and feel of a poetic text. Another way to help children to enter this world of discriminating reading is to guide them into taking writer's viewpoint, to initiate activities and discussions which will cause them to consider not just what a text says, but how it is said, and to speculate on why author chose to say it that way. The following description is result of two months of participant-observation in Mr. Burton's classroom of third and fourth graders at Barrington Elementary School. During this time, both authors kept field notes and collected written products. Pedagogical practices were discussed throughout twomonth period. Although both authors systematically recorded observations, Mr. Burton's primary responsibility was that of classroom teaching. Mr. Burton was interested in helping his students to read efferently, to gather and organize information about human body as part of science curricu" @default.
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- W271917352 date "1986-01-01" @default.
- W271917352 modified "2023-09-24" @default.
- W271917352 title "Blending Literary and Informational Ways of Knowing" @default.
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