Supporting Elementary Students’ Reading of Difficult Texts.
Abstract: This article was inspired by the fact that teachers have been asked to increase the difficulty of texts that students encounter without clear guidance on how to support their students when reading difficult texts. First, findings are presented from a recent review that investigated the eff...
| Publicado en: | Reading Teacher Vol. 72; no. 2; pp. 201 - 213 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Wiley-Blackwell
Sep/Oct2018
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=131500560&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 131500560 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Sep/Oct2018 vid: 72 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 131500560 10.1002/trtr.1702 ppf: 201 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 271KB tig: atl: Supporting Elementary Students’ Reading of Difficult Texts. aug: au: Strong, John Z. Amendum, Steven J. Conradi Smith, Kristin su: Fluency (Language learning) Elementary schools Communicative competence School children Instructional systems sug: subj: Fluency (Language learning) Elementary schools Communicative competence School children Instructional systems keyword: 2‐Childhood 3‐Early adolescence Comprehension Discussion strategies < Strategies, methods, and materials Evidence‐based < Research methodology Fluency Informational text < Strategies, methods, and materials Instructional intervention < Struggling learners Instructional models < Strategies, methods, and materials Instructional strategies Instructional strategies; methods and materials Literature‐based instruction < Literature Oral reading Prior knowledge < Comprehension Questioning < Comprehension read‐alouds < Fluency Reading strategies < Strategies, methods, and materials Struggling learners teaching strategies < Strategies, methods, and materials Text features text structure < Comprehension ab: Abstract: This article was inspired by the fact that teachers have been asked to increase the difficulty of texts that students encounter without clear guidance on how to support their students when reading difficult texts. First, findings are presented from a recent review that investigated the effects of increased text difficulty on elementary students’ fluency and comprehension. Then, the authors draw on additional literature that provided practical recommendations for determining text difficulty, selecting texts, and supporting students when reading difficult texts. A planning template for small‐group instruction is provided to help elementary teachers address vocabulary and knowledge demands associated with difficult texts before reading, provide fluency and comprehension scaffolds according to students’ instructional needs during repeated reading, and ask text‐dependent questions after reading that support and consolidate learning from difficult texts. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2018 holdings: @attributes: islocal: N |
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