Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Middle Schoolers, Experience Charts and the Big Book. |
| Quelle | (2002), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Stellungnahme; Classroom Techniques; Experience Charts; Language Experience Approach; Low Achievement; Middle School Students; Middle Schools; Reading Instruction; Student Needs |
| Abstract | The experience chart, perceived as a reading instruction method for early primary grade students only, can actually be used on any grade level. There are a plethora of reasons for using experience charts in reading instruction for low achievers among middle school readers, including the following: content is based on background experiences of students following the observation of objects on an interest center; content is familiar to students and now needs to be presented and read with the use of abstract symbols; students associate printed words on the chalkboard with reality on an interest center; and students are able to develop a basic sight word reading vocabulary. There are increasingly high standards which students need to achieve in reading with state-mandated objectives in vogue. The language experience approach, also called the experience chart, is an approach in teaching reading in which students dictate a story based on experiences they have had. The Big Book is another approach which can be used with middle schoolers reading below grade level. The Big Book philosophy differs from the experience chart in the following ways: it has print material written by the text writers; it has a book or text, enlarged, so that all can see clearly when they read aloud; and it emphasizes no input from learners in developing the materials to be read. Both approaches stress students reading aloud with teacher leadership. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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