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 |
| Publicado: |
Wiley-Blackwell
Mar2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=149618967&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 149618967 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Mar2021 vid: 74 iid: 5 pid: 480 pub: Wiley-Blackwell artinfo: ui: 149618967 10.1002/trtr.1969 ppf: 517 ppct: 9 formats: fmt: @attributes: type: P size: 541KB tig: atl: A "Good Game" of Readers Responding. aug: au: Smutny, Nicole Danice Saal, Leah Katherine su: English language education Language arts Games in art education Classroom activities Teaching methods sug: subj: English language education Language arts Games in art education Classroom activities Teaching methods keyword: 1-Early childhood 2-Childhood 3-Early adolescence 4-Adolescence 5-College/university students 6-Adult Adolescent/young adult literature Affective influences < Motivation/engagement Affective influences < Motivation/engagement Aliteracy < Motivation/engagement Aliteracy < Motivation/engagement and materials Attitude < Motivation/engagement Attitude < Motivation/engagement Children's literature Choice Discussion strategies < Strategies Discussion strategies < Strategies Expectations < Motivation/engagement Expectations < Motivation/engagement Extrinsic < Motivation/engagement Extrinsic < Motivation/engagement Instructional strategies; methods and materials Interest < Motivation/engagement Interest < Motivation/engagement Intrinsic < Motivation/engagement Intrinsic < Motivation/engagement Learning strategies < Strategies Learning strategies < Strategies Listening strategies < Strategies Listening strategies < Strategies Literary elements < Literature Literary elements < Literature Literature Literature-based instruction < Literature Literature-based instruction < Literature methods Motivation/engagement Multicultural literature Persistence < Motivation/engagement Persistence < Motivation/engagement preference < Motivation/engagement preference < Motivation/engagement Self-efficacy < Motivation/engagement Self-efficacy < Motivation/engagement Theoretical perspectives ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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