Theme: Reading and the Language Arts.

Sonst. Personen	Jund, Suzanne (Hrsg.)
Institution	Wisconsin State Reading Association, West Allis.
Titel	Theme: Reading and the Language Arts.
Quelle	24 (1980) 4, (79 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Characterization; Elementary Secondary Education; Language Acquisition; Language Arts; Literature Appreciation; Parent Attitudes; Parent Participation; Psycholinguistics; Reading Difficulties; Reading Instruction; Reading Readiness; Reading Research; State Legislation; Teaching Methods; Wisconsin + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Sprachaneignung; Spracherwerb; Sprachkultur; Literarische Wertung; Elternverhalten; Elternmitwirkung; Psycholinguistik; Reading difficulty; Leseschwierigkeit; Leseunterricht; Reading rate; Reading speed; Lesegeschwindigkeit; Leseforschung; Landesrecht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The seven articles in this journal issue deal with various aspects of reading instruction. The articles discuss the following topics: (1) results of a study conducted to gain information helpful to reading specialists and school administrators in implementing new Wisconsin state reading requirements; (2) the use of creative, reading-based language arts projects with poor readers; (3) use of the PQRST (preview, question, read, summarize, and test) method in helping students study novels; (4) a method for helping students understand literary characters; (5) results of a survey to determine parents' level of confidence in their local elementary school's ability to successfully teach their children to read; (6) contributions and faults of the psycholinguistic approach to reading; and (7) methods to help teachers assess children's reading readiness. Regular journal features provide an update on research on language development and reading, suggestions for a puppetry activity and for ways parents can participate in their children's reading, and discussions of political issues in education and of conflicting philosophical positions regarding learning processes. (GT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC