Scientifically-Based Reading Research: A Primer for Adult and Family Literacy Educators. Research to Practice. [Report No.: OLRC-039-0200-025

Autor/inn/en	Padak, Nancy; Rasinski, Tim; Mraz, Maryann
Institution	Kent State Univ., OH. Ohio Literacy Resource Center.
Titel	Scientifically-Based Reading Research: A Primer for Adult and Family Literacy Educators. Research to Practice. [Report No.: OLRC-039-0200-025
Quelle	(2002), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adoption (Ideas); Adult Basic Education; Adult Literacy; Beginning Reading; Classroom Techniques; Definitions; Educational Practices; Educational Research; Educational Strategies; Elementary Education; Family Literacy; Guidelines; Literacy Education; Literature Reviews; Phonemics; Phonics; Reading Comprehension; Reading Fluency; Reading Instruction; Reading Research; Reading Skills; Reading Strategies; Research Utilization; Scientific Methodology; Synthesis; Teaching Methods; Theory Practice Relationship; Vocabulary + Suchen Sie Ihr Suchwort? Ideas; Ideenfindung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Erstleseunterricht; Klassenführung; Begriffsbestimmung; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Lehrstrategie; Elementarunterricht; Richtlinien; Fonemsystem; Leseverstehen; Leseunterricht; Leseforschung; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Forschungsumsetzung; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Wortschatz
Abstract	The National Reading Panel (NRP) reviewed quantitative reading research focusing on grades K-3 to identify methods leading to reading success. The following areas were identified as key areas in the process of beginning to read: (1) phonemic awareness; (2) phonics; (3) fluency; (4) vocabulary; and (5) comprehension. The research findings were synthesized into guidelines for providers of adult and family literacy programs. Selected recommendations were as follows: (1) adults at level 1, and perhaps at level 2, may benefit from phonemic awareness training; (2) parents in family literacy programs should understand the concept of phonemic awareness and its importance for their children's literacy learning; (3) phonics instruction should be systematic and should focus on reading print materials rather than on simply learning rules; (4) predictable familiar stories, repetitive language or phrases, and rhymes are useful for fluency development; (5) although some vocabulary can be learned indirectly, the mastery of other vocabulary requires explicit instruction in learning to use context clues and word derivations to decipher meanings; (6) activities effective in improving comprehension include writing response journals, retelling and evaluating texts, and holding discussions; and (7) teachers can evaluate the effectiveness of their own instruction by tracking instruction activities and learner progress for periods of time. (Contains 5 references.) (MN)
Anmerkungen	For full text: http://literacy.kent.edu/Oasis/Pubs/0200-25.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01