Abstract
This study analyzes the effectiveness of Bibliodidactics - a teaching method for reading incorporating narrative therapy, subtext, storytelling, and bibliotherapy through cognitive processing of emotions – on reading levels of nonnative illiterate or poor-reading prisoners.
Major Findings
a) Bibliodidactics significantly improves levels of technical reading among nonnative illiterate and poor-reading prisoners.
b) Bibliodidactics is significantly more efficient for nonnative illiterate prisoners both in reading comprehension and in technical reading.
Conclusions
a) Literacy instruction on nonnative struggling readers should focus on emotional processing of text.
b) Bibliodidactics manages to provide meaningful contexts to learning materials and, thus, motivate and sustain nonnative readers' interest.
Major Findings
a) Bibliodidactics significantly improves levels of technical reading among nonnative illiterate and poor-reading prisoners.
b) Bibliodidactics is significantly more efficient for nonnative illiterate prisoners both in reading comprehension and in technical reading.
Conclusions
a) Literacy instruction on nonnative struggling readers should focus on emotional processing of text.
b) Bibliodidactics manages to provide meaningful contexts to learning materials and, thus, motivate and sustain nonnative readers' interest.
| Original language | American English |
|---|---|
| Pages (from-to) | 17-38 |
| Number of pages | 22 |
| Journal | Journal of Correctional Education |
| Volume | 67 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2016 |
Bibliographical note
Journal of Correctional Education: https://journals.scholarsportal.info/browse/07402708Published By: Correctional Education Association
ISSN: 07402708
Does not appear in the Bar-Ilan catalog, does appear in ULS, no.001084077
