11.2 Studying

When and Where Did I Find It:   Studying was a term defined in the article assigned in LTED 625 for this week.  
Full citation David, S.J. (1990).  Applying content study skills in co-listed reading classrooms.  Journal of Adolescent and Adult Literacy, 33(4), 277-281.

What it means: The author of the article "use Anderson and Armbruster's (1984) definition of studying as a special form of reading that is done in order to perform an identifiable cognitive task" (Davis, pp. 278-279). ... In addition, studying is also described "as preparing for criterion task" (p. 279).  Finally, the author notes that studying is an "idiosyncratic process" (p. 280).


Level of Familiarity: I certainly knew what this word meant and have experienced the need to "read in order to perform an identifiable cognitive task" but I am not sure if in my reading experiences I would have used the term studying to identify my purpose for reading.   

Do I Want to Know This Word Well and Why?   I certainly think it is important to know this word well and to be able to distinguish this particular type of cognitive effort from other types of cognitive efforts involving reading.   For example, the cognitive efforts I use when reading before bed to relax is certainly distinct from the effort I use when reading in order to perform.

Do I Think Others Should Know This Word Well...if so WHO and WHY?   
This is certainly a term that all teachers and students (and possibly parents and administrators) need to understand as studying is a natural part of schooling.   It is interesting though, that even though there is a shared understanding across these groups that studying is a part of schooling, it is not a term we spend a great deal of time discussing across K-12. 

7.1 Point of View Reading Guide

When and Where Did I Find It:  I found this term in the Wood (1988) article that was an optional reading for our LTED 625 class readings.

Full citation:  Wood, K. D. (1988).  Guiding students through informational texts.  The Reading Teacher, 41(9), 912-920.

What it means:  This is a specific type of reading guide, designed and assigned by the teacher to aid students reading comprehension both during reading and after reading.  As Wood (1988) describes, 

The point of view reading guide uses questions in an interview format to allow students to experience events from alternative perspectives. Instead of just reading about a particular character, students actually become that individual...The interview questions elicit both text based and reader based contributions from the reader.  Because readers must essentially assume the schemata or more simply "get inside the head" of the character, their comprehension and subsequent recall are positively affected.  (Wood, p. 913)    

Level of Familiarity: I have a fairly well-developed understanding of this instructional strategy, although I rarely use it myself.  

Do I Want to Know This Word Well and Why?   Yes. I guess what I want is to remember this type of guide.   I often consider creating anticipation guides, interactive guides, or QtA guides when designing instructional activities for my students, but I often forget about this particular type of guide Wood suggests. 

Do I Think Others Should Know This Word Well...if so WHO and WHY?:   I think this is certainly another type of instructional strategy I want my LTED 625 students to know exists, but whether or not they need to know it well is highly dependent upon what their specific content literacy instructional goals are as well as who their students are.  They might find it a useful type of instructional strategy to include as a part of their Multigenre Project?