Literary appreciation is hardly attainable as a by-product of formal language-training instruction¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 1921 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The study demonstrates that literary appreciation is another matter, hardly attainable as a by-product of formal language-training instruction using high-literary-value material. → L. Z 1921

Evidence¶

L. Z 1921¶

L. Z. (1921). New Publications: Review of Empirical Studies in School Reading. The Journal of Educational Psychology. https://eric.ed.gov/?q=Empirical+Studies+in+School+Reading

q2 · i? · review · r1

The review reports this as demonstrated by verbatim reports of experimental lessons and experimental evaluation of methods and devices, against advocates who used high-literary-value material for formal language training.

"That literary appreciation is another matter, hardly attainable as a by-product of such in-struction is clearly demonstrated by the verbatim reports of experimental lessons and the experimental evaluation of methods and devices."

Discussion¶

Related Claims¶

• Experts employed productive interpretive strategies in making poems coherent — using structure, binary oppositions, wordplay, rhythm and rhyme as cues, and scanning to contextualize — which novices used minimally. — related
• Textual evidence for interpretive claims appeared in whole-class discussion but students struggled to reason about why evidence supported claims — related
• Study helps, questions and directions in four sets of literary readers for grades IV-VIII were decidedly formal in nature — related