Shouldn't They Already Know How to Read? Comprehension Strategies in High School English

Sonst. Personen	Gorlewski, Julie (Hrsg.)
Titel	Shouldn't They Already Know How to Read? Comprehension Strategies in High School English
Quelle	In: English Journal, 98 (2009) 4, S.127-132 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-8274
Schlagwörter	Reading Comprehension; English Teachers; Inferences; Reading Strategies; High School Students; Teaching Methods; Lesson Plans; Language Arts + Suchen Sie Ihr Suchwort? Leseverstehen; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Inference; Inferenz; Reading strategy; Leselernstufe; Lesetechnik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Sprachkultur
Abstract	In this article, the author discusses several comprehension strategies for high school English teachers. These include: making connections; questioning; visualizing and inferring; determining importance; and summarizing and synthesizing. The author also outlines a lesson guide that illustrates how teaching comprehension strategies can be used to reinforce, not replace, content. (Contains 2 figures.) (ERIC).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10