Basic Literacy through the Content Areas in the Secondary School.

Autor/in	Shepherd, David L.
Titel	Basic Literacy through the Content Areas in the Secondary School.
Quelle	(1978), (8 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Basic Skills; Content Area Reading; Daily Living Skills; Human Development; Humanistic Education; Integrated Activities; Intellectual Disciplines; Language Skills; Literacy; Process Education; Secondary Education; Skill Development; Study Skills; Teaching Methods + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Sinnerfassendes Lesen; Alltagsfertigkeit; Humanistische Bildung; Integrierender Unterricht; Geisteswissenschaften; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Sekundarbereich; Kompetenzentwicklung; Qualifikationsentwicklung; Studientechnik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	One of the necessities of basic literacy--basic knowledge--is divided into specific content area disciplines for instructional purposes; but the other need--competence in language skills--can and should be taught by teachers in all disciplines. High school content area teachers can promote the tenets of basic literacy by emphasizing the effective use of skills to process the growing scope of human knowledge, by teaching students how to read and study independently, and by teaching language skills that are relevant and pertinent to their particular academic disciplines. Specific techniques that teachers can use include having students share experiences, study together in small groups, rewrite materials in their own words, and do as much supplementary reading in the subject area as possible. Teachers can also use "job contracts" when making assignments, establish lesson procedures that prepare students for learning the materials, note appropriate study procedures, point out patterns of informational organization, explain the use of graphic aids, reinforce printed materials with the audiovisual materials, foster student vocabulary development and word recognition skills, structure assignments to ensure their successful completion, and use open-ended questions that apply the information and skills to lifelike situations. (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01