Reading the Web: Internet Guided Reading with Young Children

Autor/in	Salyer, David
Titel	Reading the Web: Internet Guided Reading with Young Children
Quelle	In: Reading Teacher, 69 (2015) 1, S.35-39 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1380
Schlagwörter	Young Children; Internet; Electronic Learning; Reading Strategies; Reading Skills; Reading Comprehension; Elementary School Teachers; Instructional Innovation; Reciprocal Teaching; Teaching Methods; Educational Practices; Educational Strategies; Skill Development + Suchen Sie Ihr Suchwort? Frühe Kindheit; Reading strategy; Leselernstufe; Lesetechnik; Reading skill; Lesefertigkeit; Leseverstehen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Online reading requires traditional and new comprehension skills and strategies, and these skills and strategies will have to be taught and supported, especially for young beginning readers. But how do elementary teachers go about doing this? Much of the research regarding teaching and supporting online reading comprehension has focused on older rather than younger readers. The significance of Internet Guided Reading is that it provides one successful instructional strategy for the primary classroom teacher that supports young children at various levels of proficiency with print and the Internet in learning to read informational texts on the Web. Internet Guided Reading effectively combines guided reading, modified reciprocal teaching, and online reading comprehension. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01