New Trends in reading instruction:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York
Teachers College Pr.
1970
|
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | X, 145 S. |
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Datensatz im Suchindex
| _version_ | 1804148542884806656 |
|---|---|
| adam_text | Titel: New trends in reading instruction
Autor: Umans, Shelley
Jahr: 1970
Contents
Introduction
A Look at Reading Instruction Today 1
Reconsiderations 2
Definition of Terms 3
Selecting a Reading Program 3
Reading in the Snbjeet Discipline«
Planning a Schoolwlde Program 6
Establishing the need for intensive work in
reading 7 Planning grade and departmental
conferences 8 Setting up the program with
the classroom teacher 10 The role of the
school librarian in different library plans 11
Patterns of Instructional Organisation 13
The Sewanaka experiment 14 The New York
City project 14
Instructional Practices and Materials 19
English language arts 19 Social studies 27
Mathematics 33 Science 38 Industrial Arts
42
Evaluating the Program 46
Standardised tests 46 English language arts,
46 Social studies 48 Mathematics 48 Sei-
viii
ence 49 Informal ( teacher-made) testé 49
English language arts 51 Social studies 52
Mathematics 54 Science 55
Suggested Reading
Contents
57
flexible Grouping in Reading
Instruction
The Teaching Team in Flexible Grouping
Advantages for the student 62 Advantages
for the teacher 62
Setting Up the Teaching Team
The team leader 62 Participating teachers
63 Observing teachers 63 Student teachers
66 Teacher assistants 67 Mobility within
the team 67
Selecting the Team Pattern
Pattern 1: Participating teachers given other
assignments 68 Pattern 2: Team leader in
training 68 Pattern 3: Participating teachers
attend 69
Selection of Groups
Scheduling Classes
59
In secondary schools 71
schools 72
In elementary
60
62
68
Encouraging the Students to Participate
Planning
Large-Group Reading Lessons
Materials of Instruction
Chalkboards 77 Overhead projectors 77
Charts 84 Plannelboards 84 Tape record-
ers 84 Duplicated materials 85 Disc re¬
cordings 85
Team Orientation for Teachers
Workshops 85 Resource persons 86 In-
service program for teachers 86
70
71
73
73
76
77
85
Contents ix
Adapting to the School Plant 86
Getting the most out of available space 88
Desk room 88 dark shades 88 electrical
outlets 88 ventilation 88 acoustics 89
Films, Filmstrips, and Slides in Flexible
Grouping 89
Films—16mm 90 Filmstrips 91
Television in Flexible Grouping 92
Experiments in television teaching 92 The
Cortland television experiment 98 The Dade
County experiment 98 The Hagerstown ex¬
periment 98
Language Laboratories in Flexible Grouping 99
Self-Selection (Individualized Reading) for
Flexible Grouping 100
Evaluation of the Program 101
Standardised tests 102 Informed (teacher-
made) tests 102 Student and faculty reac¬
tions 102
Suggested Reading 104
4 Programed Materials in Reading
Instruction 105
The Constructed Response (Linear Program¬
ing) 106
Branching (Intrinsic Programing) 112
Teaching Machines Versus Programed Text¬
books 114
Programing Versus Conventional Methods 114
How does the programed textbook differ from
a workbook? 115 How does the programed
textbook differ from a textbook? 115 How
does the programed textbook differ from a
classroom lesson? 116 How does the pro¬
gramed textbook differ from a film or tele¬
cast? 117 How does the programed textbook
differ from a test? 117
Contents
Other Uses of Programing 117
Programing Reading 118
Steps in Programing 121
Programing and the Curriculum 130
Introducing Programed Materials 131
Evaluating Programed Materials 133
The Future of Programing 135
Suggested Reading 136
Community Resource« 137
The Intellectual Resource Pool Used Outside
School 138
Seminar 1: Analysing newspaper articles 139
Seminar 2: Analysing poems 139
The Intellectual Resource Pool Used in School 140
Public Education Groups (School Volunteers) 140
Reading Counseling and Teaching Centers 143
Suggested Reading 145
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