Literaturnachweis - Detailanzeige
| Autor/inn/en | Lane, Holly B.; Allen, Stephanie Arriaza |
|---|---|
| Titel | The Vocabulary-Rich Classroom: Modeling Sophisticated Word Use to Promote Word Consciousness and Vocabulary Growth |
| Quelle | In: Reading Teacher, 63 (2010) 5, S.362-370 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1598/RT.63.5.2 |
| Schlagwörter | Language Usage; Reading Comprehension; Vocabulary Development; Classroom Environment; Reading Instruction; Teacher Role; Teacher Influence; Teaching Methods; Role Models; Elementary Schools |
| Abstract | Vocabulary knowledge is a critical contributor to reading, especially reading comprehension. A word-rich classroom environment maximizes students' opportunities to learn new words. The teacher's use of language provides an important model for children's vocabulary development. By modeling the use of sophisticated words, teachers can promote students' vocabulary growth and word consciousness. In this article, the research support for this approach is explained, suggestions are provided for how teachers might accomplish this goal, and examples are shared from teachers who have done it successfully. (Contains 3 tables.) (As Provided). |
| 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 |
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