Peer-Mediated Resource Reading. Sustained Reading Teacher's Manual.

Autor/inn/en	Fuchs, Lynn S.; Mathes, Patricia G.
Institution	George Peabody Coll. for Teachers, Nashville, TN. Dept. of Special Education.
Titel	Peer-Mediated Resource Reading. Sustained Reading Teacher's Manual.
Quelle	(1991), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Difficulty Level; Instructional Effectiveness; Intermediate Grades; Intervention; Learning Disabilities; Mild Disabilities; Peer Teaching; Reading Difficulties; Remedial Reading; Resource Room Programs; Special Education; Teaching Guides; Tutorial Programs + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Schwierigkeitsgrad; Unterrichtserfolg; Mittelstufe; Learning handicap; Lernbehinderung; Peer group teaching; Peer Group Teaching; Reading difficulty; Leseschwierigkeit; Leseförderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerhandbuch; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	This manual was developed as part of a project investigating the effectiveness of class-wide peer mediated reading instruction with middle grade students having mild disabilities and reading difficulties. It explains the procedures for introducing, implementing, and monitoring the project's version of repeated reading, in which pairs of students each read several passages three times each with the partner monitoring reading accuracy and awarding points accordingly. The first chapter lists the manual's objectives, gives a definition and rationale for peer-mediated instruction, and presents an overview of the peer-mediated reading program. Chapter 2 is on preparing for peer-mediated reading. It covers scheduling time for peer tutoring; selecting pairs and weekly teams; awarding and recording points; getting students to and from their partners; and preparing and organizing materials. Chapter 3 describes the three-lesson training program for students prior to implementing peer-mediated reading. Lesson 1 covers general features of peer-mediated reading instruction; Lesson 2 provides the procedures for repeated readings; and in Lesson 3, students are walked through the peer-mediated instructional sequence. Chapter 4 focuses on potential problems and solutions such as student behavior problems before, during, or after tutoring; students taking too much time to complete the tutoring steps; students failing to follow the tutoring procedure; and students chatting about point recording and scores. A sample teacher script is provided. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC