Nontraditional Texts and the Struggling/Reluctant Reader

Autor/in	Fingon, Joan C.
Titel	Nontraditional Texts and the Struggling/Reluctant Reader
Quelle	In: Voices from the Middle, 19 (2012) 4, S.70-75 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-4762
Schlagwörter	Reading Comprehension; Reading Interests; Reading Processes; Vocabulary Development; Reading Instruction; Adolescent Literature; Reading Difficulties; Reading Materials; Reading Improvement; Language Arts; English Language Learners; Educational Strategies; Learning Strategies; Teaching Methods; Educational Practices; Instructional Innovation + Suchen Sie Ihr Suchwort? Leseverstehen; Leseinteresse; Leseprozess; Wortschatzarbeit; Leseunterricht; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Reading difficulty; Leseschwierigkeit; Sprachkultur; Lehrstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Educational Innovation; Bildungsinnovation
Abstract	This article highlights the Wimpy Kid diary book series by Jeff Kenney and discusses how educators can increase their knowledge base and take advantage of integrating such highly visual and nontraditional texts within the reading and language arts curriculum to enhance students' vocabulary development and reading comprehension. The article stresses the importance of what classroom teachers can learn from listening to young adolescents, including struggling readers and English Language Learners, and what they have to say about their reading interests and utilizing such books as a visual support to engage them in the reading process. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10