Reading a clock: Difference between revisions
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== <span class="mw-headline" id="Available_resources">Available resources</span> == | == <span class="mw-headline" id="Available_resources">Available resources</span> == | ||
The paper [[The Decoding Clock Reading Activity]] describes the origin of the | The paper [[The Decoding Clock Reading Activity]] describes the origin of the activity and provides materials. | ||
== References == | == References == | ||
[[Category:Bottleneck]] | [[Category:Bottleneck]] | ||
[[Category:Every day skills]] | [[Category:Every day skills]] | ||
Revision as of 16:43, 14 January 2025
Reading an analog clock is typically hard for young learners in primary school as well as for people suffering from dementia.<ref>Sunderland, T., Hill, J. L., Mellow, A. M., Lawlor, B. A., Gundersheimer, J., Newhouse, P. A., & Grafman, J. H. (1989). Clock drawing in Alzheimer's disease: a novel measure of dementia severity. Journal of the American Geriatrics society, 37(8), 725-729.</ref> In Decoding the Disciplines it often serves to exemplify the process of Decoding.<ref>Riegler, P. (2025): The Decoding Clock Reading Activity. Didaktiknachrichten, Issue January 2025, in press
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Description of Bottleneck
People find it hard to read of the information coded by the hands of a clock and translate this information into a valid description of clock time.
Description of mental tasks needed to overcome the bottleneck
People interested in this Bottleneck
Christian Kautz, Peter Riegler
Available resources
The paper The Decoding Clock Reading Activity describes the origin of the activity and provides materials.