Literaturnachweis - Detailanzeige
Autor/inn/en | Shanahan, Timothy; Callison, Kim; Carriere, Christine; Duke, Nell K.; Pearson, P. David; Schatschneider, Christopher; Torgesen, Joseph |
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Institution | National Center for Education Evaluation and Regional Assistance (ED); What Works Clearinghouse (ED) |
Titel | Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-4038 |
Quelle | (2010), (87 Seiten)
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Leitfaden; Unterricht; Lehrer; Reading Comprehension; Beginning Reading; Reading Instruction; Teaching Methods; Primary Education; Kindergarten; Grade 1; Grade 2; Grade 3; Reading Strategies; Text Structure; Discussion (Teaching Technique); Reading Material Selection; Learner Engagement; Student Motivation; Evidence; Educational Research Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Leseverstehen; Erstleseunterricht; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Reading strategy; Leselernstufe; Lesetechnik; Textstruktur; Schulische Motivation; Evidenz; Bildungsforschung; Pädagogische Forschung |
Abstract | Strong reading comprehension skills are central not only to academic and professional success, but also to a productive social and civic life. These skills build the capacity to learn independently, to absorb information on a variety of topics, to enjoy reading, and to experience literature more deeply. Despite the growing demand for highly educated workers in today's information- and service-related economies, the proportion of American adults classified as "below basic" readers remained remarkably constant between 1992 and 2003. This guide, developed by a panel of experts, presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The panel believes that students who read with understanding at an early age gain access to a broader range of texts, knowledge, and educational opportunities, making early reading comprehension instruction particularly critical. The guide also describes the evidence that supports the practices and gives examples of how they can be implemented in the classroom. Appendices include: (1) Postscript from the Institute of Education Sciences; (2) About the Authors; (3) Disclosure of Potential Conflicts of Interest; and (4) Rationale for Evidence Ratings. (Contains 11 tables, 1 figure and 214 endnotes.) (ERIC). |
Anmerkungen | What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2021/2/06 |