A School-Wide Attack on Reading Problems

Autor/in	Shuman, R. Baird
Titel	A School-Wide Attack on Reading Problems
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79 (2006) 5, S.219-222 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
Schlagwörter	Stellungnahme; Reading Difficulties; Teacher Responsibility; Teaching Methods; Reading Diagnosis; Comprehension; Reading Skills; Study Skills; Enrichment Activities; Reading Achievement; English Teachers; Basic Skills; Independent Reading; Reading Ability; School Effectiveness + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Lehrverpflichtung; Teaching method; Lehrmethode; Unterrichtsmethode; Verstehen; Verständnis; Reading skill; Lesefertigkeit; Studientechnik; Bereicherungsprogramm; Leseleistung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Basic skill; Grundfertigkeit; Freies Lesen; Reading competence; Lesekompetenz; Schuleffizienz
Abstract	The teaching of reading has come to be regarded as one of the highest priority areas in modern education because schools have been failing to teach reading effectively to large numbers of students who progress to secondary school without having achieved a working competency in this basic skill. Much of the burden of reading instruction has fallen upon English teachers, many of whom are no better equipped to teach reading--particularly at the remedial level--than teachers of chemistry, home economics, or physical education. In this article, the author discusses what teachers can do to help students with reading difficulties. The author suggests that teachers should assume the responsibility for evaluating reading competency, diagnosing reading difficulties, prescribing study techniques to alleviate problems and ineffective procedures, and promoting enriched reading opportunities. In addition, the author also emphasizes the importance of devising alternate learning methods within content areas so that the non-reader or severely disabled reader can be exposed to the content of the course despite his disability. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10