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| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Reading Progress and the School Administrator. |
| Quelle | (2001), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Elementary Education; Instructional Leadership; Principals; Public Schools; Reading Achievement; Reading Comprehension; Reading Instruction; Word Recognition |
| Abstract | The principal of the school needs to be highly knowledgeable of how reading should be taught. He/she must know the different psychologies and philosophies of reading instruction. Word recognition techniques and diverse comprehension skills should also be in the repertoire of the school principal. The principal must work in the direction of helping teachers teach so that students achieve at a higher rate in reading, the first of the 3Rs. And school administrators are being held accountable for student test results. This paper first discusses the different psychologies of reading instruction and of teaching in general. The paper then considers the principal's knowledge of word recognition skills and of reading comprehension skills. It states that a positive learning environment is necessary in which students can develop a feeling of belonging and are recognized for achievements in reading. (Contains 12 references.) (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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