The Classroom Teacher's Responsibility to the Disabled Reader.

Autor/in	Smith, Nila Banton
Titel	The Classroom Teacher's Responsibility to the Disabled Reader.
Quelle	(1974), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Content Area Reading; Decoding (Reading); Developmental Reading; Elementary School Students; Reading Comprehension; Reading Development; Reading Difficulty; Reading Instruction; Reading Rate; Reading Skills; Secondary School Students; Study Skills; Word Recognition; Word Study Skills + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; Dekodierung; Reading; Directed reading activities; Lesen; Leseübung; Leseverstehen; Reading difficulties; Leseschwierigkeit; Leseunterricht; Reading readiness; Reading speed; Lesegeschwindigkeit; Reading skill; Lesefertigkeit; Sekundarschüler; Studientechnik; Worterkennung; Wortschatzanalyse
Abstract	The basic reading skills learned in the primary grades do not equip students with sufficient skills to read everything they need to read through school. Hence all teachers, regardless of the grade level or subject they teach, should know what the fundamental reading skills are and how to teach them to children who need help with increasingly more difficult and varied subject matter textbooks. In addition to phonics, picture clues, sight words, context clues, structural analysis, and dictionary usage are useful decoding tools. The comprehension skills advance from literal comprehension through interpretation and critical reading to creative or individual reading. Students should be taught study skills in their content classes because each subject carreis its own vocabulary, and there are unique differences in skills used in various subject fields. Learning to read fluently and rapidly is another basic skill to be developed since there are many different kinds of materials and purposes for reading. And after the primary grades, all reading skills can best be developed using actual materials in subject area classes. (TO)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01