Making an Impact by...Reading in the Content Fields.

Autor/in	Pavlik, Robert A.
Institution	National Association of Secondary School Principals, Reston, VA.
Titel	Making an Impact by...Reading in the Content Fields.
Quelle	(1979), (13 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Communication (Thought Transfer); Content Analysis; Content Area Reading; Critical Reading; Elementary Secondary Education; Program Descriptions; Reading Comprehension; Reading Instruction; Reading Programs; Teaching Methods; Textbook Content + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Communication; thought; Kommunikation; Gedanke; Inhaltsanalyse; Sinnerfassendes Lesen; Kritisches Lesen; Leseverstehen; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbuchtext
Abstract	Noting that the terms "language of mathematics,""language of science," and "language of business" represent very real language differences which frustrate even good readers, this curriculum report suggests several procedures teachers might use to assist students in reading in varied content areas. The procedures include teaching students to recognize how textbook authors shape concepts by the use of sentences, paragraphs, and graphic aids; serving as models for students by adjusting reading rates, by learning new vocabulary, by identifying how authors' shape concepts, and by struggling with problems; selecting reading materials in content fields on the basis of conceptual as well as technical difficulty; and strengthening student responsibilities in reading assignments. Descriptions of several successful programs for content reading instruction are included. (DF)
Anmerkungen	National Association of Secondary School Principals, 1904 Association Drive, Reston, Virginia 22091 (single copies, $0.50 each; Discounts on quantity orders; Payment must accompany orders of $10.00 or less)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01