Literaturnachweis - Detailanzeige
| Autor/in | Hays, Richard R. |
|---|---|
| Titel | An Individualized Management Strategy for Secondary Reading Teachers. |
| Quelle | (1987), (18 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Classroom Techniques; Independent Reading; Individualized Reading; Management Systems; Reading Instruction; Reading Materials; Reading Programs; Reading Research; Reading Skills; Reading Strategies; Reading Tests; Remedial Reading; Secondary Education; Teaching Methods |
| Abstract | A six-phase management effectiveness strategy that can be employed by secondary classroom reading teachers to facilitate and improve the learning of students whose reading skill needs are severely deficient, is outlined in this document. The first phase, the inventory, requires teachers to list and group all reading materials available. In phase two, teachers assess students' skill levels and deficiencies using the Shipman-Warncke Assessment Profile (SWAP), while in phase three, teachers develop individual folders for students and the necessary recordkeeping forms for the folder to function properly. During phase four, teachers write individually tailored programs for each student, using the Master Key containing all grade levels of each of the materials and using group assessment/individual assessment scores from the pretest. Teachers explain the reading programs to each student in individual conferences while other students are working on a common activity. During phase five, teachers give individual "mini-lessons" to groups of two or three students who are working on the same skill. In phase six, students correct their work at a checking station after they have completed each lesson. Several other suggestions are made for techniques to facilitate smooth operation of the management strategy, including (1) in/out boxes for lessons that are taught to the whole class, (2) creating a rubber stamp to indicate student name, date, book, and unit, so that students can find re-locate lessons they did not have time to complete, (3) reserving a particular place in the classroom for folders, and (4) a grading system wherein different classes are graded on different days of the week. (JC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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