Strategy Instruction in Primary Content Textbooks

Autor/inn/en	Kragler, Sherry; Walker, Carolyn A.; Martin, Linda E.
Titel	Strategy Instruction in Primary Content Textbooks
Quelle	In: Reading Teacher, 59 (2005) 3, S.254-261 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
Schlagwörter	Reading Strategies; Reading Comprehension; Textbooks; Science Instruction; Social Studies; Textbook Evaluation; Primary Education; Teaching Methods; Reading Instruction + Suchen Sie Ihr Suchwort? Reading strategy; Leselernstufe; Lesetechnik; Leseverstehen; Textbook; Text book; Schulbuch; Lehrbuch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde; Primarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht
Abstract	This article reports the findings of a study that analyzed the teacher editions of primary-grade science and social studies textbooks for comprehension strategy instruction. After observing several science and social studies classes in the primary grades, it became clear to the authors that strategy instruction was missing in many of the lessons. Because it is common for teachers to rely on textbooks as a primary source for their lessons, the authors decided to examine primary textbook materials in order to determine the support they give teachers in developing children's comprehension. The analysis found little in the teacher editions designed to help children become strategic readers of content text. Three major issues emerged from the analysis: (1) Limited modeling of comprehension strategies; (2) Reliance on the use of instructional techniques; and (3) Use of terminology. Suggestions for classroom teachers are included. (Contains 1 figure and 3 tables.) (Author).
Anmerkungen	International Reading Association, Order Department, P.O. Box 6021, Newark, DE 19714-6021. Tel: 800-336-7323 (Toll Free); Tel: 302-731-1600; Fax: 302-737-0878; e-mail: customerservice@reading.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10