Making the "Very" Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary

Autor/inn/en	Santoro, Lana Edwards; Chard, David J.; Howard, Lisa; Baker, Scott K.
Titel	Making the "Very" Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary
Quelle	In: Reading Teacher, 61 (2008) 5, S.396-408 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.61.5.4
Schlagwörter	Reading Comprehension; Reading Aloud to Others; Vocabulary; Reading Processes; Vocabulary Development; Reading Instruction; Reader Text Relationship; Discussion (Teaching Technique); Teaching Methods; Reading Material Selection; Student Interests + Suchen Sie Ihr Suchwort? Leseverstehen; Wortschatz; Leseprozess; Wortschatzarbeit; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Studieninteresse
Abstract	Integrating comprehension and vocabulary instruction in read-alouds can help teachers make the very most of class time. The curriculum described illustrates how read-alouds, when implemented with strategic purpose, can boost learners' vocabulary knowledge and reading comprehension. Specifically, the author presents guidelines for: (1) selecting texts to encourage "text-to-text" and "text-to-self" connections; (2) selecting target vocabulary words; (3) promoting text-based discussions; and (4) incorporating comprehension instruction before, during, and after the reading process. (Contains 4 tables and 4 figures.) (Author).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10