Literaturnachweis - Detailanzeige
| Autor/in | Allington, Richard L. |
|---|---|
| Titel | Intervention All Day Long: New Hope for Struggling Readers |
| Quelle | In: Voices from the Middle, 14 (2007) 4, S.7-14 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1074-4762 |
| Schlagwörter | Intervention; Reading Difficulties; Reading Instruction; Reading Strategies; Teaching Methods; Student Needs; Special Needs Students; Reading Material Selection; Middle School Students |
| Abstract | School districts have come to think of intervention for struggling readers as something accomplished in a session outside the classroom, one period long, taught by someone other than that student's usual teacher. This often leaves struggling readers in a learning environment where no theory or empirical evidence would predict substantial learning. Allington feels that in an effort to comply with federal regulations, these students are also being asked to read texts that are just too hard, leading to frustration and, eventually, giving up. He contends that until we recognize that appropriate instruction has to be available to struggling readers all day long, it is unlikely we will meet the challenges of the new legislation and the moral obligation to end the struggles of our struggling readers. (Contains 2 figures.) (Author). |
| Anmerkungen | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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