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| Format: | Recurso educativo Open Access |
| Sprache: | en |
| Veröffentlicht: |
1985
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| Schlagworte: | |
| Online-Zugang: | https://eric.ed.gov/?id=ED278985 |
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| _version_ | 1867181845734490113 |
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| author | Hillerich, Robert L. |
| author_facet | Hillerich, Robert L. Hillerich, Robert L. |
| collection | Education Resources Information Center |
| contents | Let's Pretend. Hillerich, Robert L. Classroom Environment Instructional Improvement Primary Education Questioning Techniques Reading Achievement Reading Attitudes Reading Comprehension Reading Diagnosis Reading Difficulties Reading Instruction Reading Programs Reading Research Reading Skills Reading Teachers Sustained Silent Reading Teacher Student Relationship Teaching Methods A substantial body of reading research indicates that poor readers would become much more successful if teachers pretended that they were actually good readers. First, research suggests that teachers should provide poor readers with more silent and less oral reading time, thereby furnishing them with more reading experience that emphasizes meaning as opposed to word accuracy. Second, studies suggest that teachers should take steps to ensure proper reading placement so that students can attain success and fluency in reading. Third, research shows that approximately 85% of the questions teachers ask are literal and factual in nature and that teachers should provide adequate instruction in inferential and critical reading comprehension skills for reading to be a meaningful activity. Fourth, studies indicate that teachers allow poor readers substantially less time to react to questions than they allow good readers. Instead, teachers should support these students through adequate response time. Fifth, research suggests that students' attitudes toward reading are a direct result of reading experiences that teachers help to create in the classroom. Teachers should engage students in various enrichment activities to make their reading experiences fun. Finally, extensive research indicates that library reading is essential to a total reading program. Students learn to read by reading, and reading is motivated by the belief that reading is fun. (JD) |
| format | Recurso educativo Open Access |
| id | eric_ED278985 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1985 |
| record_format | eric |
| spellingShingle | Let's Pretend. Hillerich, Robert L. Classroom Environment Instructional Improvement Primary Education Questioning Techniques Reading Achievement Reading Attitudes Reading Comprehension Reading Diagnosis Reading Difficulties Reading Instruction Reading Programs Reading Research Reading Skills Reading Teachers Sustained Silent Reading Teacher Student Relationship Teaching Methods Let's Pretend. Hillerich, Robert L. Classroom Environment Instructional Improvement Primary Education Questioning Techniques Reading Achievement Reading Attitudes Reading Comprehension Reading Diagnosis Reading Difficulties Reading Instruction Reading Programs Reading Research Reading Skills Reading Teachers Sustained Silent Reading Teacher Student Relationship Teaching Methods A substantial body of reading research indicates that poor readers would become much more successful if teachers pretended that they were actually good readers. First, research suggests that teachers should provide poor readers with more silent and less oral reading time, thereby furnishing them with more reading experience that emphasizes meaning as opposed to word accuracy. Second, studies suggest that teachers should take steps to ensure proper reading placement so that students can attain success and fluency in reading. Third, research shows that approximately 85% of the questions teachers ask are literal and factual in nature and that teachers should provide adequate instruction in inferential and critical reading comprehension skills for reading to be a meaningful activity. Fourth, studies indicate that teachers allow poor readers substantially less time to react to questions than they allow good readers. Instead, teachers should support these students through adequate response time. Fifth, research suggests that students' attitudes toward reading are a direct result of reading experiences that teachers help to create in the classroom. Teachers should engage students in various enrichment activities to make their reading experiences fun. Finally, extensive research indicates that library reading is essential to a total reading program. Students learn to read by reading, and reading is motivated by the belief that reading is fun. (JD) |
| title | Let's Pretend. |
| topic | Classroom Environment Instructional Improvement Primary Education Questioning Techniques Reading Achievement Reading Attitudes Reading Comprehension Reading Diagnosis Reading Difficulties Reading Instruction Reading Programs Reading Research Reading Skills Reading Teachers Sustained Silent Reading Teacher Student Relationship Teaching Methods |
| url | https://eric.ed.gov/?id=ED278985 |