Key Reading Recovery Strategies to Support Classroom Guided Reading Instruction

Autor/inn/en	Lipp, Jamie R.; Helfrich, Sara R.
Titel	Key Reading Recovery Strategies to Support Classroom Guided Reading Instruction
Quelle	In: Reading Teacher, 69 (2016) 6, S.639-646 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1442
Schlagwörter	Teacher Effectiveness; Reading; Reading Instruction; Reading Strategies; Reading Improvement; Reading Achievement; Reading Teachers; Literacy; Literacy Education; Reading Programs; Reading Fluency; Books; Prompting; Observation; Teaching Methods; Elementary Schools + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Leseprozess; Lesen; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Leseleistung; Reading Teaching; Reading teacher; Lehrer; Lehrerin; Lehrende; Lesenlernen; Alphabetisierung; Schreib- und Lesefähigkeit; Book; Buch; Monographie; Monografie; Benutzerführung; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Grundschule; Volksschule
Abstract	Effective teachers are continuously striving to improve their instruction. Reading Recovery teachers have detailed and specific literacy training and expertise that can be of great value to classroom teachers, especially in the area of guided reading instruction. This article explores the ways in which key Reading Recovery strategies can be interwoven into primary classroom guided reading instruction to support acceleration. Fluency, supportive book introductions, prompting, and observation and analysis are emphasized throughout. (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