READING IS NOT FOR ME
Karen Brownhill and Ian Fraser.
Volume 11 Number 5.
From the title of this book, it should be evident that it is directed at the reluctant reader in hopes of changing that reluctance into enthusiasm. The difficulty in getting reluctant readers to derive benefit from books such as this one is that they have to be read, and read rather closely. That is precisely what such readers are not easily motivated to do. This catch-22 problem aside, Fraser and Brownhill are to be commended for writing a combination "study skills" and "content area reading skills" book that is breezily written and reflects the latest views of psycholinguistic research. Those familiar with the writings of Frank Smith, Kenneth Goodman, and the discourse analysts will recognize many of their ideas brought to practical use in this volume.
Topics covered in the text are: pre-reading-surveying skills, background experience factors in comprehension, scanning, skimming, speed (some dubious advice here), recreational, and close reading. As well, such study skills as using indices, glossaries, tables of contents, and reference sources are well handled. The exercises are varied, interesting, and feature the reading of excerpts from a wide variety of published sources, both fiction and non-fiction. A teacher's manual is available.
This text is recommended for use in both developmental and remedial reading settings. It would also make an interesting source at the college level for studying the impact of reading research on reading curriculum development. For grades 6 to 9 and for study skill and remedial classes in high school.
Robert W. Bruinsma, King's College, Edmonton, AB.
1971-1979 | 1980-1985 | 1986-1990 | 1991-1995
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