Saved in:
| Main Author: | |
|---|---|
| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1976
|
| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED133684 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- The Reading Schedule: A Neglected Variable. Bruton, Ronald W. Cooperative Planning Elementary Secondary Education Informal Reading Inventories Reading Improvement Reading Instruction Scheduling Teacher Responsibility Teaching Load Many problems can be alleviated through building-wide coordination of the schedule for teaching reading. Further, such coordination can balance the load and responsibility between regular classroom teachers and other specialists and can improve the quality of reading instruction for most children. Scheduling can be accomplished as follows: step one (time)--reading instruction must be scheduled first, before P.E., art, music, library visitation, or lunch; step two (levels)--each child's functional reading level must be determined; step three (assignments)--the teaching load and responsibility should be balanced between all language arts personnel; and step four (quality)--the new scheduling arrangement should result in obvious qualitative improvements in reading instruction. (HOD)