Slow Reading

Autor/in	Newkirk, Thomas
Titel	Slow Reading
Quelle	In: Independent School, 70 (2011) 4 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-9635
Schlagwörter	Reading Motivation; Reading Instruction; Reading Rate; Student Attitudes; Reading Assignments + Suchen Sie Ihr Suchwort? Lesemotivation; Leseunterricht; Reading readiness; Reading speed; Lesegeschwindigkeit; Schülerverhalten
Abstract	In the early elementary years, teachers generally pay attention to the act of reading--to the appropriate skill level and pace. But as students move on in the educational system and get to an age when teachers expect them to read on their own, the author suspects teachers pay less and less attention to this problem of pace. When they push students to read too much in too little time, many feel overmatched and decide it is just not worth the effort. They then become experts at faking it. To use the author's own case, he regularly assigns reading, but he admits that he just as regularly fails to determine how much time it will take for some students to do the reading. This ignorance, he states, is inexcusable. He can hide behind the curriculum and claim that they have so many books to read and that the time given is reasonable, but that is a dodge. The fact is that he does not really know what he is asking them to do. One way to deal with this problem is to be curious: to ask students about reading speed, to learn what it takes for them to do some of this reading. The author believes in the value of "maintaining attention," of being fully present and alert. There is no hope of making the case for reading if teachers continually push students into superficial (or avoidance) mode of reading. (ERIC).
Anmerkungen	National Association of Independent Schools. 1620 L Street NW Suite 1100, Washington, DC 20036. Tel: 800-793-6701; Tel: 202-973-9700; Fax: 202-973-9790; Web site: http://www.nais.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10