A Survey of Instructional Practices of Primary Teachers Nominated as Effective in Promoting Literacy. Reading Research Report No. 41. Summer 1995.

Autor/inn/en	Pressley, Michael; und weitere
Institution	National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
Titel	A Survey of Instructional Practices of Primary Teachers Nominated as Effective in Promoting Literacy. Reading Research Report No. 41. Summer 1995.
Quelle	(1995), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Elementary School Teachers; Instructional Effectiveness; Primary Education; Reading Instruction; Reading Research; Student Evaluation; Teacher Attitudes; Teacher Behavior; Teaching Methods; Writing Instruction; Writing Research + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Primarbereich; Leseunterricht; Leseforschung; Schulnote; Studentische Bewertung; Lehrerverhalten; Teacher behaviour; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Schreibforschung
Abstract	Primary teachers who were nominated by their supervisors as effective in educating their students to be readers and writers responded to two questionnaires about their practice. Subjects were 23 kindergarten, 34 first-grade, and 26 second-grade teachers. As expected, there were shifts in reported practices between kindergarten and grade 2, although there was much more similarity than difference in the reports of kindergarten, grade-1, and grade-2 teachers. The teachers claimed commitments to: (1) qualitatively similar instruction for students of all abilities, along with additional support for weak readers; (2) literate classroom environments; (3) modeling and teaching of both lower-order (e.g. decoding) skills and higher-order (e.g. comprehension) processes; (4) extensive and diverse types of reading by students; (5) teaching students to plan, draft, and revise as part of writing; (6) engaging literacy instruction (i.e., instruction motivating literate activities); and (7) monitoring of students' progress in literacy. (Contains 73 references and three tables of data.) (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01