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| Titel: |
Supporting Comprehension Acquisition for Emerging and Struggling Readers: The Interactive Information Book Read-Aloud |
| Auteur: |
Smolkin, Laura B. Donovan, Carol A. |
| Verschenen in: |
Exceptionality |
| Paginering: | Jaargang 11 (2003) nr. 1 pagina's 25-38 |
| Jaar: |
2003-03-01 |
| Inhoud: |
This article begins with the suggestion that comprehension-related activities need not wait until children are fluently decoding but may be used during a phase that we term comprehension acquisition. We turn our attention to the features of the interactive information book read-aloud, an instructional approach we see as supporting both nonreaders and nonfluent readers prior to the introduction of instruction in cognitive and comprehension strategies. Following our presentation of the 4 key features of this approach-interaction, information books, teacher awareness of text features, and time for in-depth readings-we examine the ways in which these read-alouds relate to what Ellis and Wortham (1999) termed a watering up of curriculum for students with special needs. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
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