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| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Designing the Reading Curriculum. |
| Quelle | (2002), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Cognitive Style; Curriculum Design; Educational Objectives; Elementary Secondary Education; Fused Curriculum; Grouping (Instructional Purposes); Integrated Curriculum; Reading Instruction; Reading Programs |
| Abstract | The design of the reading curriculum presents a vision of what will be stressed in reading instruction. A first ingredient to discuss in developing the reading curriculum emphasizes the degree to which different curriculum areas should be related in teaching and learning. Reading then could be taught as a separate subject matter area from the other disciplines in the curriculum. Separate instructional objectives would then be in the offing for reading instruction only. In moving toward an integrated reading curriculum the emphasis could be gradual. The first step might be correlation with spelling instruction. Moving toward the integrated approach, the reading teacher may stress the broad fields/fused approach in which reading might be related to the teaching of social studies. This paper considers the advantages and disadvantages for stressing the separate subjects versus integration approaches. The paper also discusses scope and sequence in the reading curriculum and objectives in reading instruction. It states that, in designing the reading curriculum, individual differences among students need adequate consideration, and it lists different talents students might possess, focusing on how students with individual differences could be grouped for reading instruction. The paper concludes with a discussion of philosophy of assessment in reading achievement. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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