Lessons Learned: Applying Principles of Reading Recovery in the Classroom

Autor/in	Lewis, Kayla
Titel	Lessons Learned: Applying Principles of Reading Recovery in the Classroom
Quelle	In: Reading Teacher, 71 (2018) 6, S.727-734 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1663
Schlagwörter	Reading Instruction; Coaching (Performance); Reading Teachers; Scaffolding (Teaching Technique); Sociocultural Patterns; Reading Difficulties; College Faculty; Teacher Attitudes; Reading Programs; Personal Narratives; Teaching Methods; Educational Principles; Educational Change; Learning Theories + Suchen Sie Ihr Suchwort? Leseunterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Soziokulturelle Theorie; Reading difficulty; Leseschwierigkeit; Fakultät; Lehrerverhalten; Erlebniserzählung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsprinzip; Bildungsreform; Learning theory; Lerntheorie
Abstract	In this article, one literacy coach turned university professor describes her journey through Reading Recovery training and the lessons she learned along the way. She reflects on her teaching before and after studying Clay's work, and she describes the changes that she went through as a teacher as she applied the principles to her own teaching and to her work as a literacy coach. Teachers can learn how to apply these nine lessons learned, including the importance of scaffolding and of working within the zone of proximal development, in their own work with struggling readers in the classroom. (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