Reading Something! Literature Instruction for Exceptional Adolescents.
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| Title: | Reading Something! Literature Instruction for Exceptional Adolescents. |
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| Language: | English |
| Authors: | Brewbaker, James M. |
| Peer Reviewed: | N |
| Page Count: | 19 |
| Publication Date: | 1979 |
| Document Type: | Guides - Classroom - Teacher Speeches/Meeting Papers |
| Descriptors: | Adolescents, Handicapped Children, Instruction, Literature Programs, Reading, Secondary Education, Teaching Guides, Teaching Methods |
| Abstract: | The response-centered approach to literature instruction is ideal for teaching exceptional adolescents. In response-centered teaching the teacher stays away from dissection of the literature and focuses on the students' natural reaction to ideas, events, and values found in the work, without making judgements. Research has shown that there are four response categories: engagement/involvement, interpretation, perception, and evaluation. The approach is suited to the needs of exceptional adolescents because it creates confidence and a recognition of the similarities and differences in others. Reading aloud to the class is a useful tactic for encouraginq interest. (Fifteen novels for adolescents are listed, along with brief descriptions of the story content. Highlights of a unit of instruction, including 10 activities to accompany the reading, such as making a list of adjectives describing the characters and comparing the list to that of other students, and preparing an interview between a book reviewer and the author, are given.) (PHR) |
| Entry Date: | 1979 |
| Accession Number: | ED171094 |
| Database: | ERIC |
| Abstract: | The response-centered approach to literature instruction is ideal for teaching exceptional adolescents. In response-centered teaching the teacher stays away from dissection of the literature and focuses on the students' natural reaction to ideas, events, and values found in the work, without making judgements. Research has shown that there are four response categories: engagement/involvement, interpretation, perception, and evaluation. The approach is suited to the needs of exceptional adolescents because it creates confidence and a recognition of the similarities and differences in others. Reading aloud to the class is a useful tactic for encouraginq interest. (Fifteen novels for adolescents are listed, along with brief descriptions of the story content. Highlights of a unit of instruction, including 10 activities to accompany the reading, such as making a list of adjectives describing the characters and comparing the list to that of other students, and preparing an interview between a book reviewer and the author, are given.) (PHR) |
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