Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Planning for Reading Instruction. |
| Quelle | (2000), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Classroom Environment; Classroom Techniques; Learning Strategies; Primary Education; Reading Achievement; Reading Instruction; Teacher Role; Teacher Student Relationship |
| Abstract | Numerous variables enter in when teachers plan and implement the reading curriculum. Classroom climate has much to do with who will succeed in reading. The classroom needs to have a variety of reading materials. Each student should then be able to locate materials on his or her interest level as well as locate subject matter that is personally fulfilling. The reading environment should be one of trust, respect, acceptance, and confidence. Teachers should emphasize reading readiness activities and then assess the degree learners are ready for reading a new selection. To assist students in comprehending subject matter, teachers should take time to discuss questions and comments students have about subject matter they have read. The reading teacher may guide students in achieving higher levels of cognition. Then students need to be able to apply what has been read. Most students like to read aloud in class, and oral reading has advantages since both teachers and students can participate in discussion of materials. It is crucial to have follow-up activities after the ongoing guided lesson in reading has been completed. Comprehension strategies should involve critical and creative thinking, as well as problem solving. Depth teaching, rather than survey approaches, should be stressed in ongoing lessons and units of study, and flexible grouping should be used to provide for optimal reading achievement. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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