Research within Reach: Secondary School Reading. A Research-Guided Response to the Concerns of Educators.

Autor/in	und weitere
Sonst. Personen	Alvermann, Donna (Hrsg.)
Institution	Appalachia Educational Lab., Charleston, WV.
Titel	Research within Reach: Secondary School Reading. A Research-Guided Response to the Concerns of Educators.
Quelle	(1986), (283 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Content Area Reading; Critical Thinking; Decision Making; Educational Theories; Grouping (Instructional Purposes); Metacognition; Program Development; Program Effectiveness; Readability; Reading Comprehension; Reading Instruction; Reading Programs; Reading Research; Reading Skills; Reading Writing Relationship; Secondary Education; Student Motivation; Teacher Role; Teaching Methods; Theory Practice Relationship; Vocabulary Development + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; Kritisches Denken; Decision-making; Entscheidungsfindung; Educational theory; Theory of education; Bildungstheorie; Grouping; Gruppenbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Programmplanung; Lesbarkeit; Leseverstehen; Leseunterricht; Leseforschung; Reading skill; Lesefertigkeit; Sekundarbereich; Schulische Motivation; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Wortschatzarbeit
Abstract	Intended for secondary school teachers in all subject areas, this book synthesizes and translates reading-related research on a variety of specific topics. Each chapter in the book opens with a question or questions posed by teachers, then proceeds to a discussion of the research and practice pertaining to the issues raised. Each chapter ends with a summary and a list of references. Each chapter can be read independently. Questions raised in the 13 chapters of the book deal with the following areas: (1) reading programs, (2) effective schools and effective teaching research, (3) developing lifetime readers, (4) learning from text, (5) comprehension and thinking skills, (6) vocabulary, (7) readability, (8) objectives and materials, (9) integrating oral and written language, (10) grouping, (11) teacher decision making, (12) metacognition, and (13) staff development. A 27-page bibliography concludes the document. (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01