Literaturnachweis - Detailanzeige
| Autor/in | Wright, Tanya S. |
|---|---|
| Titel | Reading to Learn from the Start: The Power of Interactive Read-Alouds |
| Quelle | In: American Educator, 42 (2019) 4, S.4-8 (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0148-432X |
| Schlagwörter | Reading Aloud to Others; Literacy; Reading Skills; Early Childhood Education; Elementary Education; Reading Instruction; Vocabulary; Reading Strategies |
| Abstract | Interactive read-alouds, where adults read text to children and facilitate discussion of the text, are an incredibly effective method for supporting children's literacy learning. In this article, Tanya Wright, an associate professor in the Department of Teacher Education at Michigan State University, describes some of the knowledge and skills that children must develop in order to become successful readers. Wright also shares evidence that read-alouds can support students in this learning. In other words, interactive read-alouds have the power to help children read to learn as they learn to read. Through interactive read-alouds, children can learn about the world, learn new vocabulary, learn about text and how text functions, and acquire a broad range of skills and strategies they will need as they become independent readers. (ERIC). |
| Anmerkungen | American Federation of Teachers. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4400; e-mail: amered@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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