The Need for Fluent Oral Reading.
The article discusses what is lacking in oral reading programs in schools. The rising popularity of reading-skill management systems and criterion-referenced testing seems to be leading to fragmentation of developmental reading instruction. The mastery of isolated reading skills, which such programs...
| Publicado en: | Education Digest Vol. 46; no. 8; pp. 53 - 56 |
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| Formato: | Artículo |
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Prakken Publications
Apr1981
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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=18671920&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 18671920 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0013127X EDD jtl: Education Digest issn: 0013127X maglogo: N pubinfo: dt: Apr1981 vid: 46 iid: 8 pid: 327 pub: Prakken Publications artinfo: ui: 18671920 ppf: 53 ppct: 3 formats: tig: atl: The Need for Fluent Oral Reading. aug: au: Anderson, Betty affil: Associate Professor, Department of Instructional Programs, University of Central Florida, Orlando. su: Oral reading Reading (Secondary) Remedial reading teaching Psychology of reading Developmental reading Education sug: subj: Oral reading Reading (Secondary) Remedial reading teaching Psychology of reading Developmental reading Education ab: The article discusses what is lacking in oral reading programs in schools. The rising popularity of reading-skill management systems and criterion-referenced testing seems to be leading to fragmentation of developmental reading instruction. The mastery of isolated reading skills, which such programs emphasize, may not lead to fluent reading ability with comprehension. The article describes four oral reading methods which have been used as developmental or remedial programs or supplements. The Neurological Impress Method is a simultaneous oral reading method, with the teacher and student sitting side by side, sharing a book. The teacher's voice is directed into the student's ear. During all the reading, the teacher points to the words with her finger in a smooth movement across the page. The student may take over the finger movements when able, perhaps with the teacher at first guiding his finger along. In Echo Reading, the teacher reads first, and the student echoes what the teacher has just read. Assisted Reading is a three-stage oral instructional approach for beginning readers. Repeated Readings is suggested by researcher S. Jay Samuels as a supplement in developmental reading programs, and he particularly encourages its use with special education students. pubtype: Periodical doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1981 holdings: @attributes: islocal: N |
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