A Community College Self-Instructional Unit in Early Reading for Preschoolers: Curriculum Development.

Autor/in	Noonan, Roberta L.
Titel	A Community College Self-Instructional Unit in Early Reading for Preschoolers: Curriculum Development.
Quelle	(1978), (38 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Autoinstructional Aids; Beginning Reading; Community Colleges; Curriculum Development; Early Reading; Higher Education; Learning Activities; Preschool Children; Preschool Education; Reading Instruction; Reading Readiness; Systems Approach; Units of Study + Suchen Sie Ihr Suchwort? Selbstinstruierendes Material; Erstleseunterricht; Community college; Community College; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Frühlesen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernaktivität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseunterricht; Reading rate; Reading speed; Lesegeschwindigkeit; Systemischer Ansatz; Lerneinheit
Abstract	A self-instructional unit in early reading designed for community college child care students is presented in this paper along with information about the development of the unit. Introductory chapters discuss the controversy about teaching young children to read, the systems approach used in developing the unit, and the steps followed in preparing the unit and administering it to two students. The unit itself, presented in its entirety, includes the rationale for such a unit, unit objectives, a pretest, and a posttest. Discussions and suggestions for related learning activities are then presented for the following topics: advantages and disadvantages claimed for early reading; readiness for reading; the factors of the child's mental age, visual maturity, language development, prior experiences, degree of motivation, social development, visual discrimination, and auditory discrimination; the question of whether preschool children should be taught to read; and methods for teaching young children to read. Pretest and posttest scoring keys and a unit evaluation form are also included. The paper concludes with recommendations for implementing the unit and a bibliography of relevant readings. (GW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01