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Aprender a escribir, Leer para aprender: origen y desarrollo de proyectos para la mejora de la lectura y la escritura en Australia

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Aprender a escribir, Leer para aprender: origen y desarrollo de proyectos para la mejora de la lectura y la escritura en Australia

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Acebedo, C. (2017). Aprender a escribir, Leer para aprender: origen y desarrollo de proyectos para la mejora de la lectura y la escritura en Australia. Lenguaje y Textos. (46):7-18. doi:10.4995/lyt.2017.8688

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/93782

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Title: Aprender a escribir, Leer para aprender: origen y desarrollo de proyectos para la mejora de la lectura y la escritura en Australia
Secondary Title: Learning to write, Reading to Learn: background and development of genre-based literacy improvement projects in Australia
Author: Acebedo, Claire
Issued date:
Abstract:
[EN] This article describes the essential features of the student literacy and teacher learning program known as Reading to Learn (R2L) which is designed to improve student learning outcomes using genre-based pedagogy ...[+]


[ES] Este artículo describe las características fundamentales del programa conocido como Leer para aprender (Reading to Learn, R2L), un programa para la mejora de la alfabetización académica y la formación del profesorado ...[+]
Subjects: Alfabetización , Géneros escolares , Lingüística sistémico funcional , Formación del profesorado , Literacy , Systemic functional linguistics , Teacher development , School genres
Copyrigths: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
Source:
Lenguaje y Textos. (issn: 1133-4770 )
DOI: 10.4995/lyt.2017.8688
Publisher:
Universitat Politècnica de València
Publisher version: https://doi.org/10.4995/lyt.2017.8688
Type: Artículo

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References

ACEVEDO, C. (2010). Will the implementation of Reading to Learn in Stockholm schools accelerate literacy learning for disadvantaged students and close the achievement gap? A Report on School-based Action Research. Disponible en: http://www.pedagogstockholm.se/-/Kunskapsbanken/

BERNSTEIN, B. (1990). The structuring of pedagogic discourse. London: Routledge. https://doi.org/10.4324/9780203011263

BERNSTEIN, B. (1996/2000). Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor and Francis. [+]
ACEVEDO, C. (2010). Will the implementation of Reading to Learn in Stockholm schools accelerate literacy learning for disadvantaged students and close the achievement gap? A Report on School-based Action Research. Disponible en: http://www.pedagogstockholm.se/-/Kunskapsbanken/

BERNSTEIN, B. (1990). The structuring of pedagogic discourse. London: Routledge. https://doi.org/10.4324/9780203011263

BERNSTEIN, B. (1996/2000). Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor and Francis.

COFFIN, C., ACEVEDO, C. y LÖVSTEDT, A-C. (2013). Teacher learning for European literacy education ( TeL4ELE) Final report, Public part.

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HALLIDAY, M.A.K. (1975). Learning how to mean: Explorations in the development of language. London: Edward Arnold. https://doi.org/10.1016/B978-0-12-443701-2.50025-1

HALLIDAY, M.A.K. (2004). An introduction to functional grammar. 2ªed. London: Arnold.

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MARTIN, J. R. (2006). Metadiscourse: Designing interaction in genre-based literacy programmes. En Whittaker, R., O'Donnell, M., y McCabe, A. (Eds.) Language and literacy: Functional approaches (pp.95-122). London: Continuum.

MARTIN, J., CHRISTIE, F. y ROTHERY, J. (1987). "Social processes in Education: A reply to Sawyer and Watson (and others)". En Reid, I. (Ed.) The place of genre in learning: Current debates (pp. 55-58). Geelong, Australia: Deakin University Press.

PAINTER, C. y MARTIN, J.R. (Eds.) (1986). Writing to Mean: Teaching Genres across the Curriculum. Applied Linguistics Association of Australia (Occasional Papers 9).

ROSE, D. (2014). Reading to learn: Accelerating learning and closing the gap. Sydney: Reading to Learn. Disponible en: http://www.readingtolearn.com.au (Consulta: diciembre 2015).

ROSE, D., y ACEVEDO, C. (2006). Closing the gap and accelerating learning in the Middle Years of Schooling, Australian Journal of Language and Literacy, 14(2), 32-45.

ROSE, D., LUI-CHIVIZHE, L., MCKNIGHT, A. y SMITH, A. (2004). Scaffolding academic reading and writing at the Koori Centre, Australian journal of Indigenous education, 30th Anniversary Edition, pp. 41-9.

ROSE, D. y MARTIN, J.R. (2012). Learning to Write, Reading to Learn: Genre, knowledge and pedagogy in the Sydney School. London: Equinox.

ROSE, D., ROSE, M., FARRINGTON, S. y PAGE, S. (2008). Scaffolding literacy for Indigenous health sciences students', Journal of English for academic purposes, 7(3), 166-180. https://doi.org/10.1016/j.jeap.2008.05.004

ROTHERY, J. (1989). "Learning about language". En Hasan, R. y Martin, J. R. (Eds.) Language development: Learning language, learning culture (pp. 199-256). Norwood, NJ: Ablex.

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