by Emerald V Dechant.
by Emerald V Dechant. Details (if other): Cancel. Thanks for telling us about the problem. Reading improvement in the secondary school. by. Emerald V Dechant.
Improving the teaching of reading.
X, 429 pages 24 cm. This book, a comprehensive statement about the reading problems of adolescent students, relates the principles of learning and learning theory to the teaching of reading. Using a linguistic orientation, the author guides the teacher through the procedure for developing word recognition skills, comprehension skills, content-area reading skills, and rate skills. summary for the microfilm version). Includes bibliographical references. PART 1. SECONDARY READING, AN OVERVIEW. Introduction - The Nature of the Reading Process. PART 2. THE NATURE OF THE LEARNER
London: Heinemann Educational Books.
Reading Improvement in the Secondary School Englewood-. Cliffs,New jersey:Prentice hall Inc. Departemen Pendidikan Nasional. London: Heinemann Educational Books.
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Reading Improvement in the Secondary School by Dechant, Emerald V.
This book outlines several approaches to reading which challenge former classroom practices. It is through these approaches that all students - from reluctant boys to the most able of either gender - can continue to grow as readers and develop their readiness to seek meaning in texts. Teaching Reading in the Secondary Schools - eBook.
2 right direction, reading in the secondary schools needs a fresh outlook, a silver . Planned Improvement in Student Performance in Reading.
2 right direction, reading in the secondary schools needs a fresh outlook, a silver bullet calling card. Overcoming Teachers' Bias Experience shows that most secondary teachers do not want to be reading teachers. Rather, they have a strong interest in a sub ject that they want to communicate to young sters. No teacher would reject that idea, and yet, how to think with a book is not part of the training of most secondary teachers. Bookthinking, a Fresh Outlook "Bookthinking" may be the fresh out look that reading instruction needs in the secondary schools.
teaching of reading should be consolidated in the secondary school. This book is divided into three parts
teaching of reading should be consolidated in the secondary school. is necessary for the acquisition and use of knowledge (Okoye. This book is divided into three parts. It begins with fundamental principles about reading, texts, and teaching which underlie the way the book approaches its subject; the second part looks more closely at some of the theoretical issues and how they affect reading teaching. The third focuses on the importance of exensive reading, the choice of materials, and the way courses and lessons are planned, taught, and assessed.
The purpose of this book is to provide teachers with an understanding of the psychological bases of the reading process. As teachers, we need to know the facts and principles behind our classroom methods. But facts and principles presented in isolation are difficult to understand and unlikely to be used; we must see how they apply to the teaching of boys and girls. Psychologists have made numerous attempts to systematize what is known about behavior. In this work, we seek to identify and organize the facts concerning reading behavior.
In New Zealand, secondary schools used to be for the elite Who should teach reading? In the Unites States, the reality for many years has been that high school subject teachers have resisted teaching "reading" (Vacca.
In New Zealand, secondary schools used to be for the elite. Only 50 percent of children attended school, at least until the Education Act of 1877, which made primary school compulsory (McLaren, 1974). And school was only for a few months each year. Who should teach reading? In the Unites States, the reality for many years has been that high school subject teachers have resisted teaching "reading" (Vacca, 1998). It is probably fair to say that this has also been the case in New Zealand. Subject teachers are trained to teach Music or English, or History or Social Studies, or Mathematics or Science, but not reading.