Instructional Models in ReadingSteven A. Stahl, David A. Hayes Routledge, 03.04.2013 - 400 Seiten 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. |
Inhalt
1961 | |
Models of Professional Practice in Teacher Thinking | 1972 |
DirectInstruction Reading | |
Cognitive Strategy Instruction in Reading | |
Reading Writing and Language Arts in Success for | |
The Benchmark | |
Decision Making in Reading Recovery | |
The Kamehameha Elementary | |
A Case for Sociocultural Approaches | |
WholeLanguage Approaches to Reading and Writing | |
Eleven An EmergentLiteracy Perspective on Reading Instruction | |
Collaborative | |
ResponseBased Reading Instruction in the Elementary Grades | |
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Häufige Begriffe und Wortgruppen
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 Duffy Educational Psychology Educational Research effective emergent-literacy classroom English example experience Gaskins goal Goodman grade Harste Hawaiian Heinemann ideas individual instructional model integrated interactions intertext involves Kameenui knowledge Language Arts learners learning disabilities learning to read lessons literacy learning literate meaning metacognitive strategies Native Hawaiian Palincsar participation perspective 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 to literature response-based Roehler role scaffolds share situations skills Slavin social sociocultural Stahl story storybook reading structure task taught theory thinking understanding University of Oregon University Press Vygotsky whole language words York