Reading Instruction for Older Struggling Readers. PREL Briefing Paper [electronic resource] / Alfredo Schifini.
As students progress through the grade levels, the demands of academically rigorous subject matter combined with greater dependence on informational text make it imperative for students to attain age-appropriate reading skills, yet a visible number of less proficient readers is appearing in grades 4...
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| Format: | Electronic eBook |
| Language: | English |
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[Place of publication not identified] :
Distributed by ERIC Clearinghouse,
1999.
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MARC
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| 100 | 1 | |a Schifini, Alfredo. |0 http://id.loc.gov/authorities/names/no97062025 |1 http://isni.org/isni/000000004113871X. | |
| 245 | 1 | 0 | |a Reading Instruction for Older Struggling Readers. PREL Briefing Paper |h [electronic resource] / |c Alfredo Schifini. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1999. | ||
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| 500 | |a Sponsoring Agency: Office of Educational Research and Improvement (edition), Washington, DC. |5 ericd. | ||
| 500 | |a Contract Number: RJ6006601. |5 ericd. | ||
| 500 | |a Also distributed on microfiche by U.S. GPO under edition 1.310/2:460360. | ||
| 520 | |a As students progress through the grade levels, the demands of academically rigorous subject matter combined with greater dependence on informational text make it imperative for students to attain age-appropriate reading skills, yet a visible number of less proficient readers is appearing in grades 4 through 8. Teachers can help these students by providing high-interest, relevant sources of print to serve as a point of departure for oral discussion. Teachers must also address student attitudes and motivation. Inclusion in both social and oral literacy events is critically important. In the upper grades, most children need direct instruction in reasoning and responding to text. Literature studies can be a motivational and efficient way to build independence in reading. Chapter books that reflect the learner's world will spark interest. Whatever the context, older struggling readers must have a wide range of opportunities to read. Extensive professional development and research to expand empirical evidence about appropriate instructional approaches for high-risk students groups is also recommended. (NKA) | ||
| 650 | 0 | 7 | |a Classroom Environment. |2 ericd. |
| 650 | 1 | 7 | |a Diversity (Student) |2 ericd. |
| 650 | 0 | 7 | |a Intermediate Grades. |2 ericd. |
| 650 | 1 | 7 | |a Literacy. |2 ericd. |
| 650 | 1 | 7 | |a Reading Difficulties. |2 ericd. |
| 650 | 1 | 7 | |a Reading Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Reading Motivation. |2 ericd. |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Student Needs. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Role. |2 ericd. |
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