Maximizing Small‐Group Reading Instruction.
In this article, the authors revisit the common practice of small‐group reading instruction. They challenge the idea of grouping readers based on text levels and instead review supplemental intervention group research that suggests targeted skill practice as a more optimal use of time in small group...
| Publicado en: | Reading Teacher Vol. 76; no. 3; pp. 348 - 357 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Wiley-Blackwell
Nov/Dec2022
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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=160487791&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 160487791 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Nov/Dec2022 vid: 76 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 160487791 10.1002/trtr.2146 ppf: 348 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P size: 318KB tig: atl: Maximizing Small‐Group Reading Instruction. aug: au: Conradi Smith, Kristin Amendum, Steven J. Williams, Tamara W. su: Group reading Educational intervention Learning Teaching methods Education research sug: subj: Group reading Educational intervention Learning Teaching methods Education research ab: In this article, the authors revisit the common practice of small‐group reading instruction. They challenge the idea of grouping readers based on text levels and instead review supplemental intervention group research that suggests targeted skill practice as a more optimal use of time in small groups. They then present the ABCs—a focus on assessment, basics & books, and clarity in communication—as the central principles that should guide how we instruct reading in small groups. 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: 2022 holdings: @attributes: islocal: N |
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