An Interactive Model for Secondary Remedial Reading Classrooms: Turning Reading Labs into Learning Labs.

Autor/in	Crismore, Avon
Titel	An Interactive Model for Secondary Remedial Reading Classrooms: Turning Reading Labs into Learning Labs.
Quelle	(1981), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Class Activities; Classroom Techniques; Course Content; Course Descriptions; High Schools; Language Arts; Listening Skills; Reading Comprehension; Reading Instruction; Reading Skills; Remedial Instruction; Remedial Reading; Speech Skills; Writing Skills + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Kursprogramm; Kursstrukturplan; High school; Oberschule; Sprachkultur; Leseverstehen; Leseunterricht; Reading skill; Lesefertigkeit; Förderkurs; Leseförderung; Mündliche Leistung; Sprachfertigkeit; Writing skill; Schreibfertigkeit
Abstract	A secondary school remedial reading instructor developed activities in an effort to turn the reading lab into a learning-how-to-learn-from-the-text lab. The objectives of the two consecutive reading lab courses were to increase writing, listening, and speaking skills, as well as reading skills. The first activity was designed to help students shift from conversational language to formal speech by means of an oral book report. When the students reached the second course, they could compose with smoothness and self-confidence. The second activity was designed to help students "engage" with the text by analyzing a troublesome workbook page and then composing a letter to the publisher explaining the problems and suggesting improvements. The students became more critical readers and thinkers about their reading strategies. The third activity was designed to help students learn summary skills in reading. The students read articles from a reading journal, summarized the article from the persona of the author, then wrote expository letters to the author. Students became more knowledgeable about the skills needed for better comprehension, and about their specific reading problems. (HTH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01