Addressing Unintended Instructional Messages About Repeated Reading.
The authors analyzed 88 classroom observations to determine whether there were actions that teachers were taking to send a message to students that rereading was not valuable. They identified three practices during shared reading, guided reading, and independent reading that telegraphed messages to...
| Publicado en: | Reading Teacher Vol. 71; no. 4; pp. 441 - 450 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Jan2018
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| 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=149517951&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 149517951 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Jan2018 vid: 71 iid: 4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 149517951 10.1002/trtr.1617 ppf: 441 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P size: 334KB tig: atl: Addressing Unintended Instructional Messages About Repeated Reading. aug: au: Frey, Nancy Fisher, Douglas sug: keyword: 2‐Childhood Comprehension Comprehension monitoring < Comprehension Discussion strategies < Strategies, methods, and materials Discussion < Oral language Expectations < Motivation/engagement Extrinsic < Motivation/engagement Fluency Instructional models < Strategies, methods, and materials Instructional strategies Learning strategies < Strategies, methods, and materials Listening < Comprehension Literature‐based instruction < Literature Motivation/engagement Oral reading Questioning < Comprehension read‐alouds < Fluency Strategies methods and materials Study strategies < Strategies, methods, and materials Teacher education; professional development teaching strategies < Strategies, methods, and materials ab: The authors analyzed 88 classroom observations to determine whether there were actions that teachers were taking to send a message to students that rereading was not valuable. They identified three practices during shared reading, guided reading, and independent reading that telegraphed messages to students against rereading. The authors also observed teachers building repeated reading into their instruction as they changed the purpose, asked really good questions, pressed for evidence, and provided an audience for students. 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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