The Why of How to Teach Reading.

Autor/in	Wilson, Robert D.
Titel	The Why of How to Teach Reading.
Quelle	(1979), (10 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Cognitive Processes; Communication (Thought Transfer); Cues; Elementary Education; Language; Language Patterns; Language Processing; Learning Processes; Models; Reading Instruction; Reading Processes; Written Language + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess; Communication; thought; Kommunikation; Gedanke; Stichwort; Elementarunterricht; Languages; Sprache; Sprachmodell; Sprachstruktur; Sprachverarbeitung; Learning process; Lernprozess; Analogiemodell; Leseunterricht; Leseprozess; Geschriebene Sprache
Abstract	A schema developed for the teaching of reading involves five factors: learning, language, clues, mediums of communication, and adaptive processes. Learning involves four tasks, taught in the following sequence: comprehension, comparison of semantic shapes, composition of the whole into parts, and concentration. There are four general language characteristics, which are the bases for the four learning tasks: semantics, shape, structure, and skill. Clues involve the spelling patterns of words, the configurations of the alphabet, lexical contexts, and the source of the message. The mediums of communication are sentences, paragraphs, content, and style, all of which may be taught by means of the four learning tasks. Finally, the adaptive processes are expecting, confirming, remembering, and organizing, which correspond respectively to forming, believing, holding, and integrating hypotheses and which are all involved in each of the four learning tasks. (The paper includes the schema for the teaching of reading, a chart that shows the interaction between the learning tasks and the mediums of communication, and a list of instructional strands that have been developed to incorporate the factors of the schema.) (GT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01