Chapter 9 Introduction to Language
1. How does this topic fit into what I have learned already in this course?
Was it just me or did this chapter seem to fit perfectly into everything we have already learned? It seemed as if every time I started reading the next section, the author told us how the information tied into previous material. Our working memory is a large component of our reading capabilities. Our prior knowledge plays a large part in making inferences. We have also previously learned how we are better able handle positive information rather than negative. It seems as if all five themes of this book are reinforced in this chapter.
2. What am I still not clear on in this week's reading(s)?
I am not really confused about the information in this chapter. There was one section about the artificial intelligence, more specifically the FRUMP project that I failed to see the value in. It seems that our cognitive abilities are more equipped to handle reasoning tasks when compared to computers. I am not sure why so much time, effort, and money are being spent to prove this. Haven’t they already been done? Maybe there is more to the purpose behind these projects?
3. Under what conditions would I apply this material to my own teaching/work?
In teaching third grade, I will and do use this information every day. Making inferences is a reading skill that is taught in all grade levels. I find this one of the hardest skills to focus on. After reading this chapter, I am wondering if working-memory is why young children have such a problem with this skill. Over the course of the last few months, I have found myself wondering about how to increase young children’s working memory. It seems as if this is an occurring topic and so much depends on it. It is worth digging deeper into.
I agree with you. I really liked this chapter. It did tie in nicely with all of the other chapters.
ReplyDeleteMy 8th graders even struggle with making inferences. However, the more practice we do with it, the better they get at understanding it. Of course, some catch on quicker than othres. I am noticing that many teachers are beginning to use the reading strategies more often, and it is really good to see that so many of the younger students are being exposed to this, so by the time they get into 8th grade, it will be like second-nature to them.
I agree with both you and Kim. This chapter really helped me tie everything together that we have done so far.
ReplyDeleteI teach 7th grade and they really struggled at the beginning of the year to make inferences. Our school began teaching several reading strategies in 6th, 7th, and 8th grade. We all teach the same strategies using non-fiction text. The strategy, making inferences, is part of our curriculum in non-fiction reading. Because it is used in reading it makes it a smoother process to integrate that strategy into S.S. My students are doing it now without my prompting. There are still several students who are not as quick to pick it up the first time, but can usually find it the second time around. It has been an up-hill battle and now they understand how to use it in several different types of text and content areas.