A "Good Game" of Readers Responding.
In this article, the authors describe the impact of a reader response game in an English language arts classroom. They explore the theoretical intersection of game‐based learning and "good games" and transactional theory as a framework for this practice. After incorporating a "good game" of reader r...
| Publicado en: | Reading Teacher Vol. 74; no. 5; pp. 517 - 526 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Mar2021
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | In this article, the authors describe the impact of a reader response game in an English language arts classroom. They explore the theoretical intersection of game‐based learning and "good games" and transactional theory as a framework for this practice. After incorporating a "good game" of reader response in classes, the authors found that the students increased both their volume of texts read and their engagement across text format/type and genre. The authors conclude by discussing the theoretical and instructional implications of using a reader response style game in the English language arts classroom and beyond. |
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