ESL Reading Comprehension Instruction.

Autor/inn/en	Miller, Leah D.; Perkins, Kyle
Titel	ESL Reading Comprehension Instruction.
Quelle	(1989), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; English (Second Language); Group Instruction; Reading Comprehension; Reading Instruction; Reading Skills; Reading Strategies; Schemata (Cognition); Skill Development; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache; Gruppenunterricht; Leseverstehen; Leseunterricht; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Cognition; Schema; Kognition; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Several techniques and strategies for teaching reading comprehension, which have already proved effective in first language reading instruction, may also be used when teaching English as second language. The techniques presented here address the following issues: (1) background knowledge; (2) textual analysis; (3) metacognition and strategy training; (4) academic engagement time and group instruction; (5) reciprocal teaching; and (6) summary writing. Activities for building background knowledge include providing a prereading precis and teaching passage-specific vocabulary. Story grammars and text mapping activities provide explicit instruction about underlying text structures. Reciprocal teaching is useful in teaching reading comprehension because it places the responsibility for reading comprehension on the student. These are but a few of the strategies that are effective in reading comprehension instruction. Some general guidelines to remember when teaching reading comprehension skills include defining each skill clearly and carefully; providing for interaction so students can pool ideas and experience; and using a model-guided practice-independent/practice-feedback instructional design. The majority of classroom time should be devoted to teaching comprehension skills and the subsequent application of those skills. (Four figures are included, and 26 references are appended.) (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC