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| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Psychologies in the Reading Curriculum. |
| Quelle | (2001), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Classroom Techniques; Educational Objectives; Educational Psychology; Elementary Secondary Education; Programmed Instruction; Reading Instruction; Sequential Learning; Student Needs; Teacher Role |
| Abstract | Since implementation of a psychology of teaching and learning should assist students to achieve optimally in reading, reading teachers need to be well versed in diverse psychologies which may be stressed in the curriculum. This paper first outlines 10 principles of learning emphasized by educational psychologists upon which psychologists tend to agree. The paper then states that a tightly knit sequence of learning experiences in reading stresses programmed learning via textbook or computerized programs. It details how the programmer orders reading activities and cites what programmed reading does not do. The paper also discusses a more open-ended method, Robert Gagne's eight steps of sequential learning, and it advances as a flexible form of teaching and learning the use by teachers of the basal reader in the reading curriculum. The paper concludes by discussing the Big Book program and personalized reading and the psychology of learning. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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