Decisions, Decisions: Responding to Primary Students during Guided Reading

Autor/in	Schwartz, Robert M.
Titel	Decisions, Decisions: Responding to Primary Students during Guided Reading
Quelle	In: Reading Teacher, 58 (2005) 5, S.436-443 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1598/RT.58.5.3
Schlagwörter	Leitfaden; Unterricht; Lehrer; Reading Instruction; Elementary School Students; Teaching Methods; Beginning Reading; Decision Making; Elementary School Teachers; Oral Reading; Teacher Response; Reading Strategies; Cues + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Erstleseunterricht; Decision-making; Entscheidungsfindung; Elementary school; Grundschule; Volksschule; Lehrer; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Lehrerkommentar; Reading strategy; Leselernstufe; Lesetechnik; Stichwort
Abstract	Guided reading lessons are a powerful context for beginning reading instruction, particularly for children who struggle with initial literacy learning. Providing immediate responses to students' oral reading of partially familiar texts requires teachers to make complex and highly skilled decisions. This decision process is based on knowledge of each student's previous response history and choices among strategies, cues, and possible support levels. This article provides examples to illustrate the relationship of these factors in supporting teaching decisions when listening to students' oral reading. The discussion includes a system for running record analysis to determine a student's response history. Particular attention is given to the role of self-monitoring strategies in the development of an effective processing system for beginning readers. (ERIC).
Anmerkungen	International Reading Association, Order Department, P.O. Box 6021, Newark, DE 19714-6021. Tel: 800-336-7323 (Toll Free); Tel: 302-731-1600; Fax: 302-737-0878; e-mail: customerservice@reading.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10