Instructional Models in Reading
This book started with a simple idea -- examine models of reading instruction that have emerged during the past 20 years. These models span a wide range of instruction representing a continuum from highly structured, task analytic instruction to child-centered and holistic instruction. Each model has its own epistemology or views on how "reading" and "instruction" are to be defined. The different epistemologies indicate different principles of instruction which, in turn, indicate different practices in the classroom. Each model is also supported by a different research base. In this volume, leading proponents of these different models discuss their ideas about reading instruction thereby encouraging readers to make their own comparisons and contrasts.
The chapter authors seem to adopt the editors' eclectic approach--to some greater or lesser extent--incorporating aspects of other models into their instruction as they see other goals. Thus, models of reading instruction are complex. Complicating matters further is the fact that teachers hold their own models of reading, which may or may not be congruent with those discussed here. Although academically developed models influence college preservice and in-service instruction, teachers' own models of reading filter the information that they take from what they learn from these perspectives. By carefully examining these variables, this book makes a firm contribution toward disciplined inquiry into what it means to teach reading.
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Theoretical Models and Processes of Reading, Band 978,Ausgaben 0-87712
Donna E. Alvermann,Norman J. Unrau,Robert B. Ruddell
Eingeschränkte Leseprobe - 2013
Models of Professional Practice in Teacher Thinking
Cognitive Strategy Instruction in Reading
Reading Writing and Language Arts in Success for All
Creating Readers Who Read for Meaning and Love
WholeLanguage Approaches to Reading and Writing
Andere Ausgaben - Alle anzeigen
activities approach basal basal reader behavior Benchmark teachers Carnine child children's literature cognitive apprenticeships cognitive strategies concept constructed context create cultural curriculum genres decoding Dehea dialogue direct instruction discussion Educational Psychology Educational Research effective example experience functions Gaskins goal Goodman grade Hawaiian Heinemann ideas individual instructional models integrated interactions intertext involves Journal Kameenui knowledge Language Arts learners learning disabilities learning to read lessons literacy learning literate meaning metacognitive strategies National Reading Conference Native Hawaiian Palincsar participation Pearson perspective phonological awareness Portsmouth practice problem procedural prompts professional questions readers reading activities reading and writing reading comprehension reading instruction Reading Recovery Reading Research Quarterly Reading Teacher response-based role scaffolds share situations skills Slavin social sociocultural Stahl story storybook reading structure Sulzby task taught Teale theory thinking understanding University Press Vygotsky whole language words York young children