1.) How does the new info fit with what we have already learned? Chapter 9 focuses on language and comprehension. It discusses both reading and writing regarding how we learn and recognize words. Several of the recurrent themes about cognitive processes appear in this chapter, such as negative sentences require more processing than similar positive sentences. Cognitive processes are remarkably efficient and accurate when we need to make sense of ambiguous sentences. We learn to refer to context in these situations, along with previous understandings. Cognitive processes are interrelated and do not operate in isolation of one another as the dual-route approach suggests. The cognitive functional approach emphasizes the function of language is to communicate and this requires attention and memory. We utilize both our working memory and long term memory when reading.
2.) What am I not clear on? The book quickly talks about the illiteracy rate in the world. I understand that in some countries girls are not educated and that they make up a large part of the illiterate population. However, illiteracy should not be as prevalent as it is in America. We have public schools in which to teach children to read. Why is it so many cannot read? If people cannot read the rest of their life is severely limited as far as autonomy is concerned. It impacts everything form being able to read an ad for a job vacancy, to driving, to filling out job applications, to going to the store and reading the labels on the shelves and everything in between that requires the ability to read the written word. How is it that kids pass through school and graduate without being able to read?
3.) How would I apply this info? I talked in our group discussion about the use of language in health class relating to other subjects kids study, like biology and chemistry. Many of the same terms show up in health and this reinforces what they already know, building on that knowledge. For others, who may not have had experience with the terminology, we build in class too. The example I gave in our group was talking about the lungs in anatomy. The function, tissue, and cells of the lungs and what they do for the body. We revisit the lungs when we talk about tobacco education and how they can become diseased and change on a cellular level as the cancer grows and spreads.
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I also am concerned with our illiteracy rate and how it is so high. This does not even seem possible with our school system. By using the information that subjects build on, are you giving an example of how we build on our reading abilities by learning new words? Then, those words are reinforced by other subjects once we learn them. This seems to be what you are saying, but I'm a little unclear.
ReplyDeleteI referring to their previous knowledge of terminology or language. For example, if they are talking about cell reproduction in biology and we are studying reproduction in health class, there is going to be overlap in language. Or if we are talking about how cancer grows and spreads, there can be overlap.
ReplyDeleteThe illiteracy rates are staggering. The idea that it is not possible is clearly a fallacy. I am sure some are drop outs, but even if they drop out in jr. high or high school, they should know how to read by that age. Obviously, they have been passed along and their inability to read went unaddressed.
In regards to your concerns in number 2: It seems that even a student that drops out after completing the 4th Grade should know how to read! But I guess, in the aspect of language, I can relate this to learning a foreign language. If you don't use it, you lose it. And if you stop learning new and more advanced words and increasing your vocabulary, you begin to fall further and further behind. Eventually, lacking practice and experience in reading, you forget altogether what you had learned.
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