Literaturnachweis - Detailanzeige
| Autor/in | Lenski, Susan |
|---|---|
| Titel | What RTI Means for Content Area Teachers |
| Quelle | In: Journal of Adolescent & Adult Literacy, 55 (2012) 4, S.276-282 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1081-3004 |
| DOI | 10.1002/JAAL.00034 |
| Schlagwörter | Reading Materials; Content Area Reading; Literacy; Response to Intervention; Literacy Education; Coaching (Performance); Reading Teachers; Reading Instruction; Adolescent Literature; Adolescents |
| Abstract | Response to Intervention (RTI) has the potential to have a positive impact on adolescent literacy by requiring content-area teachers to provide Tier 1 literacy instruction. This commentary suggests that content-area teachers can help their students improve their content knowledge and literacy skills by providing discipline-specific strategy instruction in their classes. To do this, content-area teachers should have a clear understanding of how literacy is used in their discipline and demonstrate those processes for their students. Moreover, content-area teachers should provide students with more opportunities to read grade-appropriate texts, differentiate reading materials, and assess literacy progress. Furthermore, content-area teachers should provide literacy coaches with classroom texts and topics so that Tier-2 interventions can be coordinated with classroom teaching. These changes in content-area teaching could make a difference in the literacy achievement of students. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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