Literaturnachweis - Detailanzeige
| Autor/in | Miller, Bonnie L. |
|---|---|
| Titel | A Kindergartner Learns to Read for Meaning. |
| Quelle | (1975), (8 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Beginning Reading; Case Studies; Directed Reading Activity; Early Childhood Education; Kindergarten; Kindergarten Children; Miscue Analysis; Oral Reading; Phonics; Prediction; Reading Comprehension; Reading Improvement; Reading Instruction; Reading Readiness; Reading Skills; Student Teacher Relationship; Teaching Methods Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Erstleseunterricht; Case study; Fallstudie; Case Study; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Vorhersage; Leseverstehen; Leseunterricht; Reading rate; Reading speed; Lesegeschwindigkeit; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode |
| Abstract | Six weeks were spent working with a five-year-old kindergarten child who had an excellent understanding of sound/symbol relationships but did not know how to read for meaning. A variety of techniques was used to help the child develop reading strategies and increase confidence: directed reading-thinking activity in week one; student retelling of a story told to him in week two; cloze procedures to build confidence and strengthen reading for meaning strategies in week three; reading in "Childcraft" in week four; dictation, illustration, and correction of an original story by the student in week five; and reading for meaning with the child himself correcting miscues in week six. Six lessons can be drawn from this child's experience: (1) even the beginning reader needs to be made aware of the use of prediction, (2) teachers need to model questioning strategies to the point where the reader assumes responsibility for his or her own questions, (3) readers need to feel successful, (4) skills need to be taught as they are needed by the reader, (5) readers need to be encouraged to talk and write about what they read, and (6) the reader must be given time to correct miscues. (JL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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