Common Themes in Teaching Reading for Understanding: Lessons from Three Projects

Autor/inn/en	Goldman, Susan R.; Snow, Catherine; Vaughn, Sharon
Titel	Common Themes in Teaching Reading for Understanding: Lessons from Three Projects
Quelle	In: Journal of Adolescent & Adult Literacy, 60 (2016) 3, S.255-264 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.586
Schlagwörter	Reading Instruction; Teaching Methods; Adolescents; Secondary School Students; Meta Analysis; Research Projects; Reader Text Relationship; Learner Engagement; Social Support Groups; Prior Learning; Vocabulary Development; Behavioral Objectives; Student Participation + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Meta-analysis; Metaanalyse; Forschungsvorhaben; Social support; Soziale Unterstützung; Vorkenntnisse; Wortschatzarbeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	This article reflects a metaview of the work of the three research projects funded through the Institute for Education Sciences under the Reading for Understanding competition that addressed middle-grade through high school readers (grades 4-12). All three projects shared the assumption that instruction is necessary for successful reading to learn just as it is for learning to read. Through multiple studies conducted independently, the three projects arrived at common themes and features of productive instruction for reading for understanding with adolescent readers. These common themes are elaborated with instructional examples and include the following: (a) Students purposefully engage with multiple forms of texts and actively process them, (b) instructional routines incorporate social support for reading through a variety of participation structures, and (c) instruction supports new content learning by leveraging prior knowledge and emphasizing key constructs and vocabulary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01