Teaching Reading and the At Risk Pupil.

Autor/in	Ediger, Marlow
Titel	Teaching Reading and the At Risk Pupil.
Quelle	(2002), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Classroom Techniques; Dropout Prevention; Educational Objectives; Elementary Secondary Education; High Risk Students; Problem Solving; Reading Instruction; Reading Material Selection; Reading Materials; Reading Programs; Reading Skills; Student Needs; Teacher Role + Suchen Sie Ihr Suchwort? Klassenführung; Educational objective; Bildungsziel; Erziehungsziel; Problemschüler; Problemlösen; Leseunterricht; Reading skill; Lesefertigkeit; Lehrerrolle
Abstract	At risk students need to experience a reading curriculum which offers success in learning to read; appropriate sequence of reading activities; feedback regarding what has been accomplished in reading; rewards for doing well when comparing past with present achievement records; intrinsic motivation in wanting to read; help and guidance to achieve and develop in the curriculum; opportunities to interact socially with others within satisfying committee endeavors; skills to achieve across the curriculum; and assistance in self-appraisal. Just as the at-risk student needs guidance to be a successful reader, he/she needs encouragement to stay in school. The future is bleak for those without a high school diploma as a minimum. Today's generation requires more formal and informal education. There is a continuing trend of people moving from farms and small towns to urban areas, while in urban areas, factories go bankrupt or move to different locations. Accepting change and complexity, as well as being a good reader with problem-solving skills are musts in today's educational system. For the at-risk student, finding the "instructional," not the frustrational, level for reading is a must. The following types of books may be read by the at-risk student with teacher guidance: basal readers on the student's present reading level; self-selected library books for an individualized reading program; recreational reading books from the library; trade books chosen for sustained silent reading; and other types of reading materials dealing with vocational interests. Practical everyday reading experiences, such as reading shopping lists, installation directions, recipes, etc., also should be emphasized. (NKA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC