Complex Text or Frustration-Level Text: Using Shared Reading to Bridge the Difference

Autor/in	Stahl, Katherine A. Dougherty
Titel	Complex Text or Frustration-Level Text: Using Shared Reading to Bridge the Difference
Quelle	In: Reading Teacher, 66 (2012) 1, S.47-51 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/TRTR.01102
Schlagwörter	Elementary Education; Reading Instruction; Models; Protocol Analysis; Scaffolding (Teaching Technique); Discussion (Teaching Technique); Evidence; Reader Text Relationship; Difficulty Level; Reading Strategies + Suchen Sie Ihr Suchwort? Elementarunterricht; Leseunterricht; Analogiemodell; Evidenz; Schwierigkeitsgrad; Reading strategy; Leselernstufe; Lesetechnik
Abstract	Challenging texts can be made accessible to students by increasing the level of instructional scaffolding. This article describes evidence-based models of shared reading that support reading development across the elementary years. Shared Reading Experience (Holdaway, 1982), Fluency-Oriented Reading Instruction (Stahl & Heubach, 2005), think-alouds, and high-level discussion enable students to successfully read texts that might be considered frustration level if relying upon traditional criteria for determining difficulty. (Contains 2 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10