The Multiple Roles of Reading in Secondary Content-Area Instruction [electronic resource] / M. J. Greenewald and Anne E. Wolf.
Videotapes of eight high school classes were analyzed to determine patterns in the reading activities, materials, and instruction in secondary content area classes. The analysis included a summary of the language arts involved, the duration of specific instructional segments and their percentage of...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1979.
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MARC
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| 099 | |f ERIC DOC # |a ED182689 | ||
| 099 | |f ERIC DOC # |a ED182689 | ||
| 100 | 1 | |a Greenewald, M. J. | |
| 245 | 1 | 4 | |a The Multiple Roles of Reading in Secondary Content-Area Instruction |h [electronic resource] / |c M. J. Greenewald and Anne E. Wolf. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1979. | ||
| 300 | |a 7 p. | ||
| 500 | |a ERIC Document Number: ED182689. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the National Reading Conference (29th, San Antonio, TX, November 29-December 1, 1979). |5 ericd. | ||
| 500 | |a Educational level discussed: Secondary Education. | ||
| 520 | |a Videotapes of eight high school classes were analyzed to determine patterns in the reading activities, materials, and instruction in secondary content area classes. The analysis included a summary of the language arts involved, the duration of specific instructional segments and their percentage of the total class time, and apparent patterns in the use of print. Although print was present for 72% of all class time, students were reading in the conventional sense only 10% of the time. For the remaining time that print was available, use of print appeared to cluster into five main categories: cuing responses, reinforcing oral presentations, structuring the teacher's presentation, correcting assignments, and copying. Because students infrequently read in class either to learn or to review information, there was little opportunity to observe teachers introducing or following up on reading assignments. There also was little evidence that students were developing mature reading and study skills in these classes. (RL) | ||
| 650 | 1 | 7 | |a Classroom Environment. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Observation Techniques. |2 ericd. |
| 650 | 1 | 7 | |a Content Area Reading. |2 ericd. |
| 650 | 1 | 7 | |a Reading Habits. |2 ericd. |
| 650 | 0 | 7 | |a Reading Instruction. |2 ericd. |
| 650 | 1 | 7 | |a Reading Materials. |2 ericd. |
| 650 | 0 | 7 | |a Reading Research. |2 ericd. |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Student Teacher Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Study Skills. |2 ericd. |
| 650 | 1 | 7 | |a Time. |2 ericd. |
| 700 | 1 | |a Wolf, Anne E. | |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED182689 |h Other scheme |i web |n 1 |