Relationship of Reading with the Models of Education
https://doi.org/10.25281/0869-608X-2015-0-4-58-62
Abstract
There is discussed the change of the pattern of reading due to transition from the model of “Education in early life” to the model “Education throughout life”. Fractional education modifies the curriculum, what leads to the imbalance of reading roles. Thus, classic literature, which is the custodian of cultural and moral values of society, occurs on the fringes of education. Pupils and students are barely acquainted with the modern literature, which is necessary not only for socialization of individual, but also for the formation of such mental action as inference. Purposeful training to reading strategies in the classroom at all subjects makes the process more efficient and frees up time for the accompanying study of the subject of reading. The model of “Reading throughout life” is complemented by “Reading in all spheres of life” model; it is assumed acquaintance with the texts of different genres, styles, types, and kinds. Reading of girls and boys is different. The article provides examples from studies of the Russian Association of Reading, as well as practical recommendations on organization of reading of boys using the materials of Russian and foreign studies.
References
1. Belokolenko M. V. Chto i kak my chitaem segodnya: vyzovy XXI veka. Rezul’taty chteniya vzroslykh. Chelovek chitayushchii [Homo legens], vol. 6. Moscow, Reading association of Russia, Kanon+ POOI “Reabilitatsiya” Publ., 2013, pp. 62—78.
2. Melent’eva Yu. P. Chtenie: modeli i modifikatsii. Chtenie. XXI vek, ed. Askarova V. Ya. Chelyabinsk, 2014, pp. 37—48.
3. Kovaleva G. S., Loginova O. B. (ed.). Planiruemye rezul’taty nachal’nogo obshchego obrazovaniya. Moscow, Prosveshchenie, 2009, 120 p.
4. Romanicheva E. S. Chtenie v obrazovanii: vozmozhnye “otvety” na vyzovy XXI veka. Chtenie. XXI vek, ed. Askarova V. Ya. Chelyabinsk, 2014, pp. 215—231.
5. Rudik E. L. Chto i kak my chitaem segodnya: vyzovy XXI veka. Rezul’taty chteniya shkol’nikov. Chelovek chitayushchii [Homo legens], vol. 6. Moscow, Reading association of Russia, Kanon+ POOI “Reabilitatsiya” Publ., 2013, pp. 32—47.
6. Smetannikova N. N. Uroki proekta. Chelovek chitayushchii [Homo legens], vol. 4. Moscow, LENAND, 2011, pp. 210—221.
7. Terent’eva N. P. “Nuzhnye knigi” v predstavlenii sovremennykh chitatelei-starsheklassnikov. Chelovek chitayushchii [Homo legens], vol. 6. Moscow, Reading association of Russia, Kanon+ POOI “Reabilitatsiya” Publ., 2013, pp. 79—86.
8. Eco U. Rol’ chitatelya [Lector in fabula. La cooperazione interpretativa nei testi narrativi]. Moscow, Russian State University for the Humanities Publ., 2006, 495 p.
9. Barrs M., Pidgeon S. Boys and Writing. London, Centre for Literacy in Primary Education Publ., 2002, 61 p.
10. Bearne E. Raising Boys’ Achievements in Literacy. Learning to Read and Reading to Learn, Kennedy E., Hickey T. (ed.). Dublin, Reading Association of Ireland Publ., 2005, pp. 16—23.
11. McNamara D. S. Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning from Text. Cognition and Instruction, 1996, vol. 14, No. 1, pp. 1—43.
Review
For citations:
Smetannikova N.N. Relationship of Reading with the Models of Education. Bibliotekovedenie [Russian Journal of Library Science]. 2015;(4):58-62. (In Russ.) https://doi.org/10.25281/0869-608X-2015-0-4-58-62
Views:
817
Email this article 