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The motivation to read is one of the major factors that determine student success or failure in elementary school. [3] Therefore, it is crucial to come up with ways to motivate and include all students to read. Reading is a task requiring interest and effort; as such, the reading skill of students has been associated with reading motivation. [4]
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
Emergent literacy is a term that is used to explain a child's knowledge of reading and writing skills before they learn how to read and write words. [1] It signals a belief that, in literate society, young children—even one- and two-year-olds—are in the process of becoming literate. [2]
Keeping students motivated and interested are two important factors underlying content-based instruction. Motivation and interest are crucial in supporting student success with challenging, informative activities that support success and which help the student learn complex skills (Grabe & Stoller, 1997).
Partner reading is a strategy created for reading pairs. The teacher chooses two appropriate books for the students to read. First, the pupils and their partners must read their own book. Once they have completed this, they are given the opportunity to write down their own comprehension questions for their partner.
Writing in the Disciplines (WID) teaches students how to write acceptably in their respective disciplines. [11] Writing in the Disciplines classes teach students to learn to write texts that they will apply in their scholarly and professional lives. [7] Although WID and WAC are correlated, WID emphasizes disciplinary orientation.
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Lev Vygotsky shown in his seminal work, Thought & Language (originally published in the Soviet Union 1934) Between 1960 and 1969, Downing was the director of the Reading Research Unit within the Institute of Education at the University of London, where he spent nearly a decade studying children learning to read using the initial teaching alphabet and equally control groups of children who did ...