Literaturnachweis - Detailanzeige
| Autor/in | Angelis, Janet I. |
|---|---|
| Titel | Validity and Value of Research on Reading beyond the Early Years: What Parents Need To Know. |
| Quelle | (2002), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Content Area Reading; Critical Reading; High Schools; Instructional Effectiveness; Learning Processes; Middle Schools; Reading Research; Reading Skills |
| Abstract | Only recently has there been much discussion of reading beyond the third grade, the years when students will increasingly "read to learn" as part of their continuing development as readers. All too often what has been lost is a depiction of reading as a complex set of skills--over, above, and just as essential as the ability to decode. Teachers of older students need to help students become more fluent readers of more complicated texts, using an ever-expanding vocabulary and learning to distinguish how to read (and respond to) different kinds of texts in different situations. The instruction to help them accomplish this is different from that of helping them to learn basic decoding and comprehension skills. This paper discusses research findings which have informed educators about some of these learning processes and the kinds of instruction that are effective in helping students develop these abilities. The paper is organized around a set of questions. It draws on reports from organizations like the Public Agenda Foundation, the author/educator's own experience as a parent and community activist, conversations with other parents, and parent questions that came into the National Research Center on English Learning and Achievement's e-mail. It pulls relevant findings from the Center's research and puts them into plain language, first describing briefly the study or studies on which the findings are based. The paper closes by suggesting some implications that might be especially relevant for parents. (Contains 39 references.) (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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