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Reciprocal teaching is an amalgamation of reading strategies that effective readers are thought to use. As stated by Pilonieta and Medina in their article "Reciprocal Teaching for the Primary Grades: We Can Do It, Too!", previous research conducted by Kincade and Beach (1996 ) indicates that proficient readers use specific comprehension strategies in their reading tasks, while poor readers do ...
Interactive writing is a cooperative event in which text is jointly composed and written. The teacher uses the interactive writing session to model reading and writing strategies as he or she engages children in creating text. Interactive writing was also included by Irene Fountas and Gay Su Pinnell as part of their balanced literacy framework ...
The Collins and Stevens Cognitive Theory of Inquiry Teaching, despite the short coming identified by Reigeluth (1983), provides some strategies for teaching high-order thinking skills. Reigeluth (1983) also points out that the Collins and Stevens Cognitive Theory of Teaching provides some strategies for instruction that other theories have ...
The main feature that differentiates this approach from other learning and teaching strategies is that it recognises the value of the existing knowledge of the learner. Thus, through key questioning, the pupils are encouraged to construct their own models of what is being studied, their hypotheses, before testing them with real evidence and ...
This new method continued to evolve with the input of teachers, and by 2000 there was a greater emphasis on reading and the spoken class story, with the time spent doing traditional TPR being reduced. To reflect these changes, the TPRS acronym was changed to stand for Teaching Proficiency through Reading and Storytelling. [5]
Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.