Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Reading for Enjoyment and Pleasure. |
| Quelle | (2002), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Stellungnahme; Classroom Techniques; Elementary Education; Reading Comprehension; Reading Instruction; Reading Interests; Reading Motivation; Reading Programs; Recreational Reading; Teacher Role |
| Abstract | Students should have ample time to read for enjoyment and pleasure. As a major goal of their instruction, teachers should seek to cultivate a liking for reading in their students. Reading materials available for students--library books and children's magazines--need to cover a wide variety of genres and be on different reading levels. This is truly important if students are to locate that which is of interest on their individual reading levels. To motivate student interest in selecting reading materials, the teacher can develop a bulletin board display and also tell about new books and magazines in an interesting way with proper pitch, stress, juncture, and enunciation. After discussing motivating students to read for pleasure, this paper discusses personalized approaches in reading instruction, approaches which involve heavy input from students in terms of what to read but with the teacher always there to motivate, inspire, and encourage. The paper describes the author/educator's visit to a public school in a supervisory role, observing a fifth-grade classroom of 20 where his supervisee, a student teacher, and her cooperating classroom teacher had developed a set of learning centers. It explains that for each center, there was a learning opportunities card stating what and how a student could reveal comprehension from reading a particular book. The paper discusses other programs of reading instruction which involve personal choices made by learners, such as the language experience approach and individualized reading. It also cites 10 criteria for a quality reading program. Contains 8 references. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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