Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Improving Teacher Questions in Reading Instruction. |
| Quelle | (2002), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Classroom Techniques; Elementary Secondary Education; Questioning Techniques; Reading Instruction; Student Educational Objectives; Teacher Role |
| Abstract | Teachers need to be able to ask quality questions in the teaching of reading--questions to assess student comprehension and to clarify content, questions to enable learners to engage in higher levels of cognition such as creative and critical thinking, questions to help students engage in meaningful reading experiences and become lifelong learners, and questions to diagnose and remediate student reading difficulties. In reading expository materials, students should be helped to differentiate facts from opinions. A kind of developmental question in reading for teachers to raise is to have students detect persuasive language. Another type of question for teachers to raise is to have students draw a conclusion. Students need to learn to detect "bandwagon" approaches in reading advertisements. They also must learn to use relevant information in problem solving. Students need to experience locating the author's purpose in writing. Teachers must ask questions to evaluate student achievement and to help students focus attention on new words being presented for reading. Students need to raise important questions to learn from diverse sources of subject matter, in formal as well as informal settings. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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