Reading with Understanding: A Global Expectation

Autor/inn/en	Shea, Mary; Ceprano, Maria
Titel	Reading with Understanding: A Global Expectation
Quelle	In: Journal of Inquiry and Action in Education, 9 (2017) 1, S.48-68 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-1474
Schlagwörter	Reading Comprehension; Etiology; Reading Strategies; Comparative Education; Reading Achievement; Low Achievement; Reading Skills; Teaching Methods; Reading Fluency; Word Study Skills; Metacognition; Intervention; Achievement Tests; Foreign Countries; International Assessment; Grade 4; Reading Tests; Secondary School Students; Gender Differences; Italy; Progress in International Reading Literacy Study; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Leseverstehen; Ätiologie; Reading strategy; Leselernstufe; Lesetechnik; Vergleichende Erziehungswissenschaft; Leseleistung; Unterdurchschnittliche Leistung; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Lesetest; Sekundarschüler; Geschlechterkonflikt; Italien
Abstract	This article outlines the complexity of reading with understanding, what is required for full and deep comprehension, the state of affairs with regard to reading comprehension in developed countries, possible etiologies for low performances, and suggestions for instruction in specific skills and strategies to improve students' demonstrated achievement in daily lessons as well as on global assessments. Recognizing the commonality of this concern among nations, a need to examine universally accepted tenets for successful reading comprehension as well as local etiologies that impede it becomes increasingly important. Such tenets are skills and strategies that address all of Irwin's micro and macro aspects of reading for understanding as well as Bloom's revised taxonomy for higher-level thinking. (As Provided).
Anmerkungen	Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail: schoolofeducation@buffalostate.edu; Web site: http://digitalcommons.buffalostate.edu/jiae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01