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| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Developing a Reading Community. |
| Quelle | (2001), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Educational Cooperation; Elementary Education; Public Schools; Reading Achievement; Reading Improvement; School Culture; Testing |
| Abstract | Developing a community of people interested in improving student reading achievement is an ongoing trend in education. Time and effort need to be put forth to become engaged in studying and promoting reading achievement. With high stakes state-mandated testing, it becomes even more important for teachers, school administrators, and the lay public to be involved in promoting the public school reading curriculum. Grade level teachers or reading teachers may develop a plan for the school year on assisting students--these teachers can decide when to meet and what the agenda will consist of for the meetings. Teachers can take turns as leaders for the group sessions, and they can have opportunities to present ideas or serve as chairpersons; they need to be actively involved in participating at each meeting. Parents can also belong to this community of learners, since they will want to assist their offspring to achieve more optimally in reading, and teachers may well be involved in working with the parental community of learners. A vital asset in improving the reading curriculum is the involved school administrator, who can have considerable influence in teaching and learning situations. Learning opportunities in reading need to provide for individual differences so that students individually may do as well as possible in learning to read well. (Contains 14 references.) (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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