Paraphrasing Strategy Instruction in Content Area Text

Autor/inn/en	Hagaman, Jessica L.; Casey, Kathryn J.
Titel	Paraphrasing Strategy Instruction in Content Area Text
Quelle	In: Intervention in School and Clinic, 52 (2017) 4, S.210-217 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451216659468
Schlagwörter	Reading Comprehension; Teaching Methods; Independent Study; Middle School Teachers; Educational Strategies; Content Area Reading; Content Area Writing; Teaching Models; Writing Skills; Reading Skills + Suchen Sie Ihr Suchwort? Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrstrategie; Sinnerfassendes Lesen; Schriftliche Übung; Lehrmodell; Writing skill; Schreibfertigkeit; Reading skill; Lesefertigkeit
Abstract	Reading comprehension is important for academic success and is a skill required for many activities in school and beyond. With the implementation of the Common Core State Standards (CCSS), many teachers have reported feeling overwhelmed by the expectations that reading and writing skills should be emphasized, taught, and supported in the content area classroom. This article discusses how to teach a paraphrasing strategy using the self-regulated strategy development (SRSD) model in content area texts to support the development of comprehension skills. The strategy can easily be incorporated into existing curriculum as a support for a variety of readers who struggle with comprehension and aligns well with the CCSS. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01