Literaturnachweis - Detailanzeige
Autor/in | Lewis, Kayla |
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Titel | Lessons Learned: Applying Principles of Reading Recovery in the Classroom |
Quelle | In: Reading Teacher, 71 (2018) 6, S.727-734 (8 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0034-0561 |
DOI | 10.1002/trtr.1663 |
Schlagwörter | Reading Instruction; Coaching (Performance); Reading Teachers; Scaffolding (Teaching Technique); Sociocultural Patterns; Reading Difficulties; College Faculty; Teacher Attitudes; Reading Programs; Personal Narratives; Teaching Methods; Educational Principles; Educational Change; Learning Theories Leseunterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Soziokulturelle Theorie; Reading difficulty; Leseschwierigkeit; Fakultät; Lehrerverhalten; Erlebniserzählung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsprinzip; Bildungsreform; Learning theory; Lerntheorie |
Abstract | In this article, one literacy coach turned university professor describes her journey through Reading Recovery training and the lessons she learned along the way. She reflects on her teaching before and after studying Clay's work, and she describes the changes that she went through as a teacher as she applied the principles to her own teaching and to her work as a literacy coach. Teachers can learn how to apply these nine lessons learned, including the importance of scaffolding and of working within the zone of proximal development, in their own work with struggling readers in the classroom. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |