Reading in the Social Studies.

Autor/in	Ediger, Marlow
Titel	Reading in the Social Studies.
Quelle	(1990), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Ability Grouping; Classroom Environment; Content Area Reading; Elementary Secondary Education; Reading Ability; Reading Material Selection; Social Studies; Teacher Role; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Homogene Gruppierung; Niveaugruppierung; Streaming; Klassenklima; Unterrichtsklima; Sinnerfassendes Lesen; Reading competence; Lesekompetenz; Gemeinschaftskunde; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Reading social studies content presents situations in which selected pupils have not been as successful in learning as they might have been. Fast learners may find the content exceptionally easy to read, thus learning does not become the challenge it should be. Slow learners may find the content too difficult to comprehend. There are a variety of informal and formal ways for teachers to determine the reading levels of their pupils. The classroom teacher needs to think of diverse ways to help students achieve as much as their capabilities permit. Too frequently, teachers emphasize obtaining facts in reading content in the social studies. However, students need to move to more complex levels of cognition. For each unit in social studies, an adequate supply of books should be available for pupil choice at a reading center. Early primary grade pupils can have interesting, realistic experiences through the taking of excursions with teacher leadership. Teachers should think of various approaches that can be used to help slow learners and gifted and talented learners achieve to their optimum in the area of reading in the social studies. Many mistakes have been made in teaching by having pupils develop an excessive number of written reports using encyclopedias to obtain background information. (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01