Teaching Reading Is More than a Science: It's Also an Art

Autor/inn/en	Paige, David D.; Young, Chase; Rasinski, Timothy V.; Rupley, William H.; Nichols, William D.; Valerio, Meghan
Titel	Teaching Reading Is More than a Science: It's Also an Art
Quelle	In: Reading Research Quarterly, 56 (2021), (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paige, David D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.388
Schlagwörter	Reading Instruction; Instructional Effectiveness; Teaching Methods; Reading Strategies + Suchen Sie Ihr Suchwort? Leseunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Reading strategy; Leselernstufe; Lesetechnik
Abstract	The role of the teacher, specifically teacher craft, is central to engaging students in effective reading instruction. However, the science of reading has revealed that the content taught is also important to reading acquisition. Although the science of reading was aggregated some two decades ago to result in what became known as the five big pillars, it has not been fully incorporated into instructional practice. Subsequent research has continued to inform and strengthen what we understand about reading, and new energy has now emerged to bring the science of reading fully into practice. However, the science of reading and teacher craft are each insufficient without the other. In this article, we discuss the art of teaching and advocate that it must be given serious consideration if the science of reading is to be adopted en masse by teachers. We also discuss several reading strategies and their role in effective reading instruction and the art of teaching. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01