Overall, this type of reading lesson on the part of the teacher may inspire students to explore other types of reading material, thus expanding their reading horizons and their ability to think creatively.
READING PROJECTS:
Besides having the teacher read aloud passages from a text, one reading project which undoubtedly would benefit everyone involved would be to have the class read the text aloud, either as individuals or as Zullo suggests, as a whole class reading with the text enlarged to poster size on a screen which would enable the teacher to include comments on the text by the students. In this way, all of the students would be encouraged to verbalize their thoughts on the text, make new connections between one passage and another, listen and appreciate different perspectives on certain passages and come to a more fuller understanding of the text. In addition, this method would benefit those students who find reading difficult via having "an opportunity to hear their peers make sense of the text" (Zullo, 2004, p. 52).
After this type of group reading, the effectiveness of it could be realized by giving a short exam on the passages that were read and if the scores turned out to be high, it would indicate that such a method truly does work. Of course, this reading method can be applied at any level, such as in a kindergarten/elementary classroom with children reading a popular picture book or in high school with the students reading and then discussing a text like Moby Dick or some other American literary classic.
A teacher could also utilize what Zullo calls student roles in which individual students act as discussion director, the connector, one who locates "connections between the reading and the world, other texts, classmates and the self," summarizer/predictor, someone who "prepares a summary of the passage read and makes sensible predictions" about what might happen in the next chapter, vocabulary enricher and investigator, "in charge of background information" on the author or specific text references (2004, p. 53). Clearly, some of the benefits of this method would include clarifying the content and context of the material, an increase...
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