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The place and pedagogy of reading in...

Keefe, Leann M.

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The place and pedagogy of reading in the Russian language curriculum.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The place and pedagogy of reading in the Russian language curriculum./
Author:	Keefe, Leann M.
Description:	260 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0613.
Contained By:	Dissertation Abstracts International66-02A.
Subject:	Literature, Slavic and East European. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3164441
ISBN:	0496988883

The place and pedagogy of reading in the Russian language curriculum.
Keefe, Leann M.

The place and pedagogy of reading in the Russian language curriculum. - 260 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0613.

Thesis (Ph.D.)--The University of Kansas, 2004.

This dissertation documents the place of reading in the current landscape of Russian language teaching materials and instructional methods. Many factors make acquiring reading ability in Russian challenging for English speakers: word order variation and syntax, the Cyrillic alphabet (potential grapheme misreading), extensive vocabulary built on unfamiliar Slavic roots (i.e., few cognates), structural distinctions between conversational and literary languages, and post-perestroika overhauls that have greatly changed Russian society, its texts and contexts since 1991.

ISBN: 0496988883Subjects--Topical Terms:

1022083
Literature, Slavic and East European.

The place and pedagogy of reading in the Russian language curriculum.
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100 1 $a Keefe, Leann M. $3 1907364
245 1 4 $a The place and pedagogy of reading in the Russian language curriculum.
300 $a 260 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0613.
500 $a Adviser: William Comer.
502 $a Thesis (Ph.D.)--The University of Kansas, 2004.
520 $a This dissertation documents the place of reading in the current landscape of Russian language teaching materials and instructional methods. Many factors make acquiring reading ability in Russian challenging for English speakers: word order variation and syntax, the Cyrillic alphabet (potential grapheme misreading), extensive vocabulary built on unfamiliar Slavic roots (i.e., few cognates), structural distinctions between conversational and literary languages, and post-perestroika overhauls that have greatly changed Russian society, its texts and contexts since 1991.
520 $a Chapter 1 briefly presents an overview of reading theory and other related literature about reading proficiency assessment and strategy instruction along with a summary of research on Russian language learning in the United States. Chapter 2, a textbook inventory, summarizes each book's structure and reading materials, assessing the materials in relationship to reading acquisition theory. Analysis reveals that reading passages are short, and most exercises pose short answer, verbatim, factual comprehension questions, requiring word- and sentence-level interaction with the text. Textbooks and ancillary materials include authentic and semi-authentic texts, but materials are often poorly integrated into chapter themes and course materials. Texts and exercises often do not require that students think critically about passage content or make cultural comparisons.
520 $a Chapter 3 presents Results from a nation-wide survey of college-level Russian language instructors and shows that the most frequently used activities are specific, bottom-up, or text-based (students determine meaning of unknown words from context, discuss grammatical questions, or determine word meanings from roots and prefixes). Much less frequently instructors have students perform more global tasks (retelling the text and discussing main ideas).
520 $a Chapter Four continues the introductory chapter's analysis of reading materials by looking at current approaches to reading such as Kern's literacy-oriented organizing principle and Swaffar, Arens and Byrnes' meaning-based model of reading where students read globally and interpret a text's message(s) by recognizing social and cultural contexts. The chapter concludes with an application of these theories to a reading project using an excerpt from Anatolii Nikolaevich Kurchatkin's novella "House of Women" for intermediate-level (third semester) Russian language students.
590 $a School code: 0099.
650 4 $a Literature, Slavic and East European. $3 1022083
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, Reading. $3 1017790
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710 2 0 $a The University of Kansas. $3 1288487
773 0 $t Dissertation Abstracts International $g 66-02A.
790 1 0 $a Comer, William, $e advisor
790 $a 0099
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3164441