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860101s1986 xx ||| b ||| | eng d |
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|a ED278983 Microfiche
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|a ED278983 Microfiche
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|a Durr, William K.
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| 245 |
1 |
0 |
|a Failing Schools :
|b Weighing the Evidence, Responding to the Challenge /
|c William K. Durr.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1986.
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| 300 |
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|a 10 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a microform
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| 338 |
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|a microfiche
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| 520 |
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|a Although critics persist in attacks on the teaching profession in general and the teaching of reading in particular, both elementary and secondary school reading scores have increased steadily over the past three decades. Even Black and Hispanic students (who still score below the averages for White students tested) have made sizeable gains in reading scores over a 13-year span. The challenge is to make reading achievement even better, not as a response to the critics, but rather because research has allowed the improvement of teaching methods directly translatable into student reading achievement. Research in the direct teaching of reading skills has led to a six-step teaching process--introduction, instruction, guided practice, summary, independent practice, and application--that has significantly increased comprehension. The study of vocabulary development and the teaching of "meaning vocabulary" have shed light on how children learn to read, and teachers' use of schemata enhances meaning for students. Research also suggests that teachers should help students become better at making inferences as they read. As research on all these areas continues to influence daily teaching practices, reading achievement will grow even more. (NKA)
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| 521 |
8 |
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|a Teachers.
|b ericd
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| 521 |
8 |
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|a Practitioners.
|b ericd
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| 524 |
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|a Illinois Reading Council Journal, v14 n2 p17-24 Fall 1986.
|2 ericd
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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| 500 |
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|a Microform.
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| 650 |
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|a Directed Reading Activity.
|2 ericd
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| 650 |
0 |
7 |
|a Educational Improvement.
|2 ericd
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| 650 |
0 |
7 |
|a Elementary Secondary Education.
|2 ericd
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| 650 |
0 |
7 |
|a Inferences.
|2 ericd
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| 650 |
1 |
7 |
|a Reading Achievement.
|2 ericd
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| 650 |
0 |
7 |
|a Reading Comprehension.
|2 ericd
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| 650 |
1 |
7 |
|a Reading Instruction.
|2 ericd
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| 650 |
1 |
7 |
|a Reading Skills.
|2 ericd
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| 650 |
0 |
7 |
|a Reading Tests.
|2 ericd
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| 650 |
0 |
7 |
|a Schemata (Cognition)
|2 ericd
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| 650 |
1 |
7 |
|a Scores.
|2 ericd
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| 650 |
0 |
7 |
|a Teaching Methods.
|2 ericd
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| 650 |
0 |
7 |
|a Vocabulary Development.
|2 ericd
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| 655 |
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7 |
|a Journal Articles.
|2 ericd
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| 655 |
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|a Opinion Papers.
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|b Michigan State University
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