Supporting Beginning Readers in Reading to Learn: A Comprehension Strategy

Autor/inn/en	McKee, Lori; Carr, Gay
Titel	Supporting Beginning Readers in Reading to Learn: A Comprehension Strategy
Quelle	In: Reading Teacher, 70 (2016) 3, S.359-363 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1510
Schlagwörter	Leitfaden; Unterricht; Lehrer; Reading; Reading Instruction; Reading Comprehension; Beginning Reading; Reading Strategies; Reader Text Relationship; Elementary School Students; Reading Teachers; Emergent Literacy; Young Children; Early Reading + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Leseprozess; Lesen; Leseunterricht; Leseverstehen; Erstleseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Reading Teaching; Reading teacher; Lehrer; Lesenlernen; Frühleseunterricht; Frühe Kindheit; Frühlesen
Abstract	This teaching tip outlines a comprehension strategy designed to support early primary students in reading to learn while learning to read. The strategy is born of the authors' classroom practices and is designed to support young children in reading and understanding informational texts by facilitating close interactions between text and reader. Through its steps--Read, Stop, Think, Ask, Connect--the strategy supports beginning readers in recognizing and responding to the challenges that informational texts hold for reading and comprehending. The Read, Stop, Think, Ask, Connect strategy is designed to be used flexibly to account for the diversity of readers and of texts in early primary classrooms and encourages educators to consider students' prior learning, text selection, and multimodal supports when connecting beginning readers with informational texts. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01