Literaturnachweis - Detailanzeige
| Autor/inn/en | Woodward, Melissa M.; Talbert-Johnson, Carolyn |
|---|---|
| Titel | Reading Intervention Models: Challenges of Classroom Support and Separated Instruction |
| Quelle | In: Reading Teacher, 63 (2009) 3, S.190-200 (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0034-0561 |
| DOI | 10.1598/RT.63.3.2 |
| Schlagwörter | Small Group Instruction; Early Intervention; Reading Consultants; Specialists; Reading Instruction; Reading Teachers; Reading Difficulties; Teaching Methods; Elementary Education; Reading Achievement; Teacher Attitudes |
| Abstract | Classroom teachers and reading specialists have attempted to determine the most effective ways of working with struggling readers. Early intervention and quality instruction are the keys to assisting these struggling readers; however, determining how and where intervention-based instruction should occur is still a concern. Struggling readers need extra time and specialized attention to achieve; however, educators and administrators continue to discuss whether this intervention should occur through separated instruction with small-group instruction, or whether students should be supported by specialists alongside classroom teachers in a whole-group setting. (Contains 5 tables and 1 figure.) (As Provided). |
| Anmerkungen | International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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