Evaluation of Round Robin Approaches in Teaching Reading.

Autor/in	Ediger, Marlow
Titel	Evaluation of Round Robin Approaches in Teaching Reading.
Quelle	(2000), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Classroom Techniques; Evaluation Criteria; Instructional Effectiveness; Phonics; Primary Education; Reading Instruction; Reading Strategies + Suchen Sie Ihr Suchwort? Klassenführung; Unterrichtserfolg; Primarbereich; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik
Abstract	One approach in the teaching of reading that is criticized a lot is the round robin procedure in which the teacher, generally in a heterogeneously grouped classroom, forms three reading subgroups for instruction purposes. Each of the groups is as homogenous as possible. The teacher teaches one subgroup, while the other two are profitably engaged in related learning activities. Each subgroup takes its turn in sequence. A basal textbook is used, and each subgroup reads a short section silently and is then quizzed about content. Round robin reading had its day of emphasis in reading literature, but today it is considered outdated. It is still popular in some schools because it provides the teacher an opportunity to notice the quality of oral reading students and it is an orderly way of teaching small groups. However, it becomes too routine if used excessively as a teaching activity, and it separates students into specific groups rather than keeping them together in reading achievement. Other effective approaches for reading are the "Big Book" approach, the individualized approach, and a contract system which emphasizes a psychological approach in reading instruction. There needs to be a balance between reading for meaning and word recognition techniques, such as phonics. Phonics should be taught as needed to individual or small groups of students. (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC