Implementing an Evidence-Based Instructional Routine to Enhance Comprehension of Expository Text

Autor/inn/en	Wexler, Jade; Reed, Deborah K.; Mitchell, Marisa; Doyle, Brie; Clancy, Erin
Titel	Implementing an Evidence-Based Instructional Routine to Enhance Comprehension of Expository Text
Quelle	In: Intervention in School and Clinic, 50 (2015) 3, S.142-149 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451214542042
Schlagwörter	Expository Writing; Enrichment Activities; Curriculum Implementation; Evidence; Instructional Innovation; State Standards; Content Area Reading; Reading Strategies; Reading Comprehension; Secondary School Curriculum; Reading Instruction; Educational Practices; Educational Strategies; Teaching Methods; Reading Improvement; Adolescents + Suchen Sie Ihr Suchwort? Bereicherungsprogramm; Evidenz; Educational Innovation; Bildungsinnovation; Sinnerfassendes Lesen; Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Leseunterricht; Bildungspraxis; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	To graduate from high school and become competitive in the workplace and other postsecondary endeavors, adolescents are required to meet rigorous standards, such as the Common Core State Standards. To meet such standards, teachers must teach students to read and make sense of increasingly complex content-area expository text. Secondary teachers, however, face several challenges that make it difficult to prepare students adequately to read and comprehend content-area text. In this article, a practical evidence-based reading strategy instructional routine to enhance adolescent students' comprehension of expository text is presented. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10