Let's Bring Back the Magic of Song for Teaching Reading

Autor/inn/en	Iwasaki, Becky; Rasinski, Timothy; Yildirim, Kasim; Zimmerman, Belinda S.
Titel	Let's Bring Back the Magic of Song for Teaching Reading
Quelle	In: Reading Teacher, 67 (2013) 2, S.137-141 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
Schlagwörter	Grade 1; Reading Instruction; Elementary School Teachers; Singing; Music Activities; Teaching Methods; Creative Teaching; Multisensory Learning; Beginning Reading; Reading Skills; Instructional Effectiveness; Phonemic Awareness; Phonics; Reading Fluency + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Gesang; Musikalische Aktion; Teaching method; Lehrmethode; Unterrichtsmethode; Creative thinking; Teaching; Kreatives Denken; Unterricht; Sensorische Stimulation; Erstleseunterricht; Reading skill; Lesefertigkeit; Unterrichtserfolg
Abstract	Based on a first grade teacher's search for approaches to promote successful reading acquisition in her first grade classroom, the authors present a curricular engagement in which the teacher explored using music, specifically singing songs, as a fun and motivating way to accelerate reading progress. The premise is that singing (while at the same time having a visual display of the words in the songs) can be a very useful instructional tool to teach reading to beginning readers. The process involves learning one new song (accompanied by the printed lyrics) per week, followed by repeated readings/singings, discussions of content, and activities related to phonemic awareness, phonics, fluency and word work. The children made on average more than a year's reading growth during the duration of the teacher's investigation. This article explores the possibilities and benefits of having beginning and/or struggling readers sing as an instructional strategy to enhance reading progress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10