Teaching Practice: A Perspective on Inter-Text and Prior Knowledge

Autor/inn/en	Costley, Kevin C.; West, Howard G.
Titel	Teaching Practice: A Perspective on Inter-Text and Prior Knowledge
Quelle	In: SRATE Journal, 21 (2012) 2, S.21-25 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-1752
Schlagwörter	Elementary Education; Elementary School Teachers; Teaching Methods; Case Studies; Grade 2; Prior Learning; Pedagogical Content Knowledge; Nonfiction; Classrooms; Reading Comprehension; Reading Strategies + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; School year 02; 2. Schuljahr; Schuljahr 02; Vorkenntnisse; Pädagogische Kompetenz; Non-fiction; Nichtfiktionaler Text; Classroom; Klassenraum; Leseverstehen; Reading strategy; Leselernstufe; Lesetechnik
Abstract	The use of teaching practices that involve intertextual relationship discovery in today's elementary classrooms is increasingly essential to the success of young learners of reading. Teachers must constantly strive to expand their perspective of how to incorporate the dialogue included in prior knowledge assessment. Teachers must also consider how the use of fiction and non-fiction text relate to each other when building young learner reader comprehension skills. This paper first briefly examines the premise of a universal approach to including prior knowledge as intertext. It then provides a case example of how prior knowledge is integral to an intertextual teaching practice. (As Provided).
Anmerkungen	Southeastern Regional Association of Teacher Educators. Web site: http://www.sratejournal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10