Summary of Recommendation 3 from the WWC Practice Guide "Improving Reading Comprehension in Kindergarten through 3rd Grade"

Institution	Nebraska Department of Education; Regional Educational Laboratory Central (ED)
Titel	Summary of Recommendation 3 from the WWC Practice Guide "Improving Reading Comprehension in Kindergarten through 3rd Grade"
Quelle	(2019), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Reading Comprehension; Reading Improvement; Primary Education; Elementary School Students; Kindergarten; Grade 1; Grade 2; Grade 3; Reading Instruction; Discussion (Teaching Technique); Questioning Techniques; Group Discussion + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Leseverstehen; Primarbereich; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Leseunterricht; Befragungstechnik; Fragetechnik; Gruppendiskussion
Abstract	The WWC practice guide "Improving Reading Comprehension in Kindergarten Through 3rd Grade" presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The guide, developed by a panel of experts, presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. It offers five five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This document focuses on a summary of Recommendation 3: "Guide students through focused, high quality discussion on the meaning of text." This brief summary suggests that students be led through focused, high-quality discussions to help them develop a deeper understanding of what they read. These discussions go beyond simply asking and answering surface-level questions to a more thoughtful exploration of the text, which helps students learn to argue for or against points raised in the discussion, resolve ambiguities in the text, and draw conclusions or inferences about the text. Students in kindergarten through grade 3 can engage in these discussions if they have appropriate guidance from their teacher, and while some of the suggestions for putting this into practice apply to more experienced readers, teachers can make them applicable to very early readers and those reading below grade level. This approach can build students' ability to think more critically and independently about what they read.This summary provides steps to carry out the recommendation, identifies potential roadblocks and suggests ways to address them. [For "Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-4038," see ED512029.] (ERIC).
Anmerkungen	Nebraska Department of Education. P.O. Box 94987, 301 Centennial Mall South, Lincoln, NE 68509. Tel: 402-471-2295; Web site: http://www.education.ne.gov
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01