Research within Reach: Secondary School Reading: A Research Guided Response to Concerns of Reading Educators. [Revised.]

Autor/in	und weitere
Sonst. Personen	Alvermann, Donna E. (Hrsg.)
Institution	Appalachia Educational Lab., Charleston, WV.; International Reading Association, Newark, DE.
Titel	Research within Reach: Secondary School Reading: A Research Guided Response to Concerns of Reading Educators. [Revised.]
Quelle	(1987), (201 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-87207-784-5
Schlagwörter	Leitfaden; Unterricht; Lehrer; 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? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; 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	Focusing on how secondary school reading programs can be organized and on how their effectiveness can be measured, this book synthesizes reading research in several significant areas and makes concrete suggestions for using this research to improve reading instruction. Each chapter, opens with a question posed by a teacher, discusses research with reference to this question, and concludes with a summary and a list of references. Generally, chapters present various, well-documented processes and products (individually or in limited combinations) that contribute to effective reading instruction in secondary schools. The practitioners' contribution to the advancement of knowledge in the field is recognized, thereby enhancing the reciprocity between researchers and practitioners. Each chapter concludes with a summary and a list of references. Titles and authors of chapters included are (1) "Reading Programs" (D. W. Moore and A. G. Murphy); (2) "Effective Schools/Effective Teaching Research" (M. W. Conley and A. G. Murphy); (3) "Developing Lifetime Readers" (D. E. Alvermann); (4) "Learning from Text" (D. E. Alvermann); (5) "Comprehension/Thinking Skills" (D. E. Alvermann); (6) "Vocabulary" (D. W. Moore); (7) "Readability" (D. Holdzkom); (8) "Selection of Materials" (D. W. Moore and A. G. Murphy); (9) "Integrating Oral and Written Language" (D. E. Alvermann); (10) "Grouping" (M. W. Conley); (11) "Teacher Decisionmaking" (M. W. Conley); (12) "Metacognition" (D. E. Alvermann); and (13) "Staff Development" (P. B. Lutz). (JD)
Anmerkungen	International Reading Association, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714-8139 (Book No. 784, $7.50 member, $11.25 nonmember).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01