Improving Students' Abilities To Read and Think. Teaching Strategies Series. Booklet B: Reader-Text Interaction Strategies.

Autor/in	Greenwald, Judith
Institution	New Jersey State Dept. of Education, Trenton. Div. of General Academic Education.
Titel	Improving Students' Abilities To Read and Think. Teaching Strategies Series. Booklet B: Reader-Text Interaction Strategies.
Quelle	(1985), (81 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Content Area Reading; English Teacher Education; Inservice Teacher Education; Instructional Materials; Metacognition; Reader Text Relationship; Reading Instruction; Reading Processes; Reading Strategies; Reading Teachers; Secondary Education; Teacher Improvement; Teaching Guides; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Sinnerfassendes Lesen; Lehrerfortbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leseunterricht; Leseprozess; Reading strategy; Leselernstufe; Lesetechnik; Reading Teaching; Reading teacher; Lesen; Lehrer; Lesenlernen; Sekundarbereich; Lehrerhandbuch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A companion piece to "Improving Students' Abilities To Read and Think: A Source Guide" and to the training manual of the same title, this guide is designed to help middle, junior, and senior high school personnel responsible for reading instruction learn new strategies for improving student comprehension of text and learn new ways to apply these strategies to content area text. The guide stresses the importance of emphasizing the prereading stage in instruction, and the importance of applying reader-text interaction strategies--monitoring comprehension, predicting and constructing meaning, and remediating comprehension failures--throughout the reading process. It also notes that the strategies presented should not be taught in isolation unless assessment indicates that students need help with a particular skill (such as inference making). The strategies presented in the guide are organized into the following groups: (1) the ReQuest Procedure; (2) the guided reading procedure; (3) study guides; and (4) summarizing/outlining. For each strategy, explanations of the rationales behind the strategy, sample texts, suggestions for teaching the passage, sample questions to ask students, and explanations of how the text is organized are included. References and a feedback form conclude the guide. (SKC)
Anmerkungen	New Jersey State Dept. of Education, Distribution Services, 225 West State Street, Trenton, NJ 08625 ($5.25 prepaid; checks/money orders should be made payable to Treasurer, State of New Jersey).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC