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Essay / Research Paper Abstract
A 3 page summation and critique of an article on teaching literacy. In her informative article, "Conversation: The comprehension connection," author and educator Ann Ketch, a literacy trainer for the Des Moines, Iowa public school system, stresses the importance of conversation in the classroom as a means for aiding students in perfecting cognitive skills and strategies and using these strategies to assimilate knowledge in a constructive manner. No additional sources cited.
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3 pages (~225 words per page)
File: D0_khketch.rtf
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for aiding students in perfecting cognitive skills and strategies and using these strategies to assimilate knowledge in a constructive manner. Ketch begins by pointing out that, in todays hectic culture,
many parents do not often engage in meaningful conversation with their children. In many classrooms, students spend the vast majority of their day being told to be quiet and pay
attention. In short, children today have "few opportunities to engage in conversations that support critical thinking and cognitive development" (Ketch 8). It is widely accepted by education scholars that
knowledge is socially constructed, that is, people learn more efficiently when they can connect new information to knowledge that they have already assimilated. Conversation aids this process, helping student
to "make sense of their world," and begin to percent how the various things they are learning all fit together (Ketch 8). In short, teachers can use conversation to foster
understanding (Ketch 8). In making this argument, Ketch briefly relates the premises behind her position, as she describes the various cognitive strategies that successful readers use to assimilate and understand
a written text. While Ketch readily admits to having performed no formalized research, her observations of learning and students at various ages are based on her extensive career and her
anecdotal evidence is very persuasive. She also draws on relevant literature to support her arguments. This discussion expands her position that conversation is a critical tool for enhancing reading comprehension.
To illustrate what she means, Ketch outlines various formats for conversation that are applicable to classroom instruction, and also describes specifically how teachers have employed conversation in the classrooms that
she has observed. For example, some formats for conversation that are commonly used are "literature circles...book clubs...cross-age conversations...whole class discussion...small group discussion" etc. (Ketch 10-11). A fifth grade teacher,
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