Idea-Mapping: The Technique and Its Use in the Classroom or Simulating the "Ups" and "Downs" of Reading Comprehension. Reading Education Report No. 36.

Autor/inn/en	Armbruster, Bonnie B.; Anderson, Thomas H.
Institution	Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Titel	Idea-Mapping: The Technique and Its Use in the Classroom or Simulating the "Ups" and "Downs" of Reading Comprehension. Reading Education Report No. 36.
Quelle	(1982), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Content Area Reading; Diagrams; Elementary Secondary Education; Learning Theories; Reading Comprehension; Reading Instruction; Reading Research; Relationship; Structural Analysis (Linguistics); Teaching Methods; Textbook Content + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; Charts; Diagram; Diagramm; Tabellarische Überischt; Tabelle; Learning theory; Lerntheorie; Leseverstehen; Leseunterricht; Leseforschung; Wechselbeziehung; Structural analysis; Strukturanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbuchtext
Abstract	Idea-mapping (i-mapping), a way of representing ideas from a text in the form of a diagram, is defined and illustrated in this document as a way to help students "see" how the ideas they read are linked to each other. The first portion of the document discusses the fundamental relationships found in texts (A is a characteristic of B, A causes B) and how symbols are used in i-mapping to represent these relationships. This section also illustrates how an i-map succinctly represents the structure of a text, such as description, comparison and contrast, or definition and characteristics. The idea of frames and their corresponding frame i-maps are introduced as a way of representing repeating patterns of information in particular content areas: static frames capture the information associated with the general concepts of a subject matter area while dynamic frames represent repeated patterns of behavior or sequences of actions. The second section of the document discusses why i-mapping might be a useful instructional technique in reading as well as how teachers might implement the technique in the classroom. Several tables illustrating i-mapping are included, and appendixes contain three texts which the example i-maps represent. (HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC