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Size Matters: How Much Reading to Assign (and other imponderables) - Center for Teachin... - 1 views

    • dkiesel
      Getting carried away reading other students links and exploring websites assigned for class takes a lot of time. The measurement of what becomes important to the student changes as the student exp[lore. The teacher on the other hand is stagnent with assigned expectations.
  • Similarly, assigning four different articles in one week might mean than they aren’t getting as much as they could out of any of them. Less can be more.
  • Novices and experts. Many of the above points relate to the fact that we read as experts while our students are still novices and are really learning how to read appropriately to build up their expertise.
  • ...1 more annotation...
  • Keep those calendars in mind.
    How many assignments are resonable to expect of students to complete
Heather Kurto

guided_reading.pdf - 0 views

    Page 417 last paragraph reminds me of McGonical talking about flow in gaming.
Mary Huffman

Supporting Reading Goals through the Visual Arts - 0 views

    Reading and writing across the curriculum.
diane hamilton

Guided Reading Books, Guided Reading Leveled Books For Kids | Reading A - Z - 0 views

  • Leveled books are the key component in a leveled reading program. Reading A-Z leveled books are not selected from a collection of books and then leveled. Rather, Reading A-Z leveled books have been carefully written in accordance with standardized criteria for each level, then quality checked with custom software. Reading A-Z has specific leveling criteria for each of 27 reading levels. The books are graduated, meaning they get increasingly difficult with each succeeding level.
    • diane hamilton
      great site! useful for choosing books!
    site for leveling children's books
diane hamilton

primary guided reading - YouTube - 0 views

    video of small group of early readers - guided reading format
b malczyk

Teaching Students to Generate Questions: A Review of the Intervention Studies - 0 views

    a training done to help students learn how to ask questions about what they are reading
diane hamilton

Report of the National Reading Panel: Teaching Children to Read - 0 views

    report on federal research into literacy development
    report on government research into literacy development
diane hamilton Early Intervention for Reading Difficulties: The Interactive Strategies App... - 0 views

    comprehensive book on developing literacy and providing intervention in the early grades
    comprehensive resource for developing literacy and providing intervention in the early grades
Michael Lucatorto

The Sad, Beautiful Fact That We're All Going To Miss Almost Everything : Monkey See : NPR - 0 views

  • The vast majority of the world's books, music, films, television and art, you will never see. It's just numbers. Consider books alone. Let's say you read two a week, and sometimes you take on a long one that takes you a whole week. That's quite a brisk pace for the average person. That lets you finish, let's say, 100 books a year. If we assume you start now, and you're 15, and you are willing to continue at this pace until you're 80. That's 6,500 books, which really sounds like a lot. Let's do you another favor: Let's further assume you limit yourself to books from the last, say, 250 years. Nothing before 1761. This cuts out giant, enormous swaths of literature, of course, but we'll assume you're willing to write off thousands of years of writing in an effort to be reasonably well-read. Of course, by the time you're 80, there will be 65 more years of new books, so by then, you're dealing with 315 years of books, which allows you to read about 20 books from each year. You'll have to break down your 20 books each year between fiction and nonfiction – you have to cover history, philosophy, essays, diaries, science, religion, science fiction, westerns, political theory ... I hope you weren't planning to go out very much. You can hit the highlights, and you can specialize enough to become knowledgeable in some things, but most of what's out there, you'll have to ignore. (Don't forget books not written in English! Don't forget to learn all the other languages!)
Barbara Recchio-Demmin

CVC. Lecturas paso a paso. Nivel intermedio - 0 views

    • Barbara Recchio-Demmin
      So here is where we move into the intermediate reading mateiral.
    Reading and listening material for Spanish intermediate to advanced
Robert Braathe

Extensive Reading vs Skills Building in an EFL Context - 0 views

    Excerpt: Reading has been taught by the translation procedure in EFL situations such as Japan. But today there is a trend towards the use of ESL-type "skills building" text books and procedures and, to a much lesser extent, towards extensive reading. There is a considerable difference between these two procedures, not only for teachers and learners. but aiso for the allocation of institutional resources. Despite this. there is little useful research comparing them. This paper examines previous research on extensive reading. and then describes an experiment comparing the improvement of reading comprehension by Japanese college freshmen taught by either a skills-based or extensive reading procedure. The results suggest that extensive reading may be at least as effective as skills-building. with the important advantage that it is more interesting: for the learners.
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