Litteraturleksikon - Think aloud-litteraturdidaktik

Think aloud-litteraturdidaktik

Think aloud-litteraturdidaktik Think aloud-litteraturdidaktik sigter på at synliggøre og anvende de kognitive processer, der foregår hoselevernes under litteraturundervisningen. Metoden består i, at den enkelte elev bliver bedt om at tænke højt under sin læseproces, enten mundtligt eller skriftligt. Metoden blev oprindeligt taget i brug i 1980’erne i private firmaers brugerundersøgelser. Brugeren afprøver et nyt produkt, […]

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Forfatter Peter Kaspersen

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Block, Cathy Collins & Israel, Susan E. (2004). “The ABCs of performing highly effective think-alouds”. The Reading Teacher, 58 (2), s. 154-167

Burke, Michael; Fialho, Olivia & Zyngier, Sonia (red.) (2016). Scientific Approaches to Literature in Learning Environments. Amsterdam: John Benjamins, s. 60-64

Kucan, Linda & Beck, Isabel L. (1997). “Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction”. Review of Educational Research, 67 (3), s. 271-299

Reference

Eva-Wood, Amy L. (2004/2010). “How think-and-feel-aloud instruction influences poetry readers”. Discourse Processes, 38 (2), s. 173-192

Farr, Roger & Conner, Jenny (2004). “Using Think-Alouds to Improve Reading Comprehension”. Reading Rockets. http://readingrockets.org/article/using-think-alouds-improve-reading-comprehension

Fialho, Olivia (2007). “Foregrounding and refamiliarization: Understanding readers’ responses to literary texts”. Language and Literature, 16 (2), s. 105-123. http://lal.sagepub.com/content/16/2/105

Gøttsche, Nina Berg (2018). “Think-aloud som dialogisk metode i litteraturundervisningen”. Viden om literacy, Nr. 23. www.videnomlaesning.dk/media/2417/23_nina-berg-gottsche.pdf

Kuiken, Don & Miall, David S. (1995). “Aspects of literary response: A new questionnaire”. Research in the Teaching of English, 29, s. 37-58

Langer, Judith A. (1995/2010). Envisioning Literature: Literary Understanding and Literature Instruction. New York: Teachers College Press

Miall, David S. & Chard, Sylvia C. (2016). “Authorizing the reader in the classroom”. I Burke, Michael; Fialho, Olivia & Zyngier, Sonia (2016). Scientific Approaches to Literature in Learning Environments. Amsterdam: John Benjamins, s. 39-56

Miall, David S. & Kuiken, Don (1994). “Foregrounding: Defamiliarization, and affect: Response to literary stories”. Poetics, 22, s. 389-407

Miall, David S. & Kuiken, Don (2002). “A feeling for fiction: Becoming what we behold”. Poetics 30 (4), s. 221-241

Pacheco, Denise L. (2011). Writing Out Loud. The Intellectual and Epistemological Work of Developing a Community of Poets in an Urban Elementary Classroom. Ph.d.-afhandling. Los Angeles, Calif.: UCLA

Pressley, Michael & Afflerbach, Peter (1995). Verbal Protocols in Reading: The Nature of Constructively Responsive Reading. New York/London: Routledge

Reading Rockets (2012). “Think-alouds”. http://readingrockets.org/strategies/think_alouds

Reichl, Susanne (2009). Cognitive Principles, Critical Practice: Reading Literature at University. Göttingen/Wien: V&R Unipress/Vienna University Press