Literaturnachweis - Detailanzeige
| Autor/in | Allington, Richard L. |
|---|---|
| Titel | What really matters for middle school readers. From research to practice. |
| Quelle | Upper Saddle River, N.J.: Pearson Education, Inc. (2015), IX, 230 S. |
| Reihe | Pearson professional development What really matters |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 9780205393190; 0205393195 |
| Schlagwörter | Handbuch; USA; Reading (Middle school); United States; Handbooks, manuals, etc; Handbooks and manuals; Bildungstheorie; Bildungspraxis |
| Abstract | Reading development in grades 5 through 9 : problems and promise -- Decoding is not the problem (but that is what most remediation targets) -- "It's the words, man" : limited meaning vocabulary and how to improve it -- Read more, read better : addressing a major source of reading difficulties -- Reading with comprehension : understanding "understanding" -- Literate conversation : a powerful method for fostering understanding of complex texts -- Getting the gist of it all : summarization after reading -- Pulling it all together : effective instruction all day long. "The latest from well-known author and literacy expert Richard Allington is intended as the first step in preparing current and future teachers to provide early adolescents with high-quality literacy instruction. What Really Matters for Middle School Readers: From Research to Practice looks at the areas that struggling adolescents find most difficult - meaning, vocabulary (especially for academic words), and inferential comprehension - and focuses on ways to foster accelerated growth. Dr. Allington stresses that through expanding the volume of high-success reading that students experience each day, as well as through the wide variety of additional classroom strategies and methodologies included in the text, middle school students can achieve a working literacy proficiency."--Back Cover. |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2015/4/10 |
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