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0 (hodnocen0 x )

EB

ONLINE

Cham : Springer International Publishing AG, 2022

1 online resource (120 pages)

ISBN 9783030952662 (electronic bk.)

ISBN 9783030952655

IEA Research for Educators Ser. ; v.1

Print version: Bruggink, Marian Putting PIRLS to Use in Classrooms Across the Globe Cham : Springer International Publishing AG,c2022 ISBN 9783030952655

4.3.2 Stimulating Reading, Both in L1 and L2 -- 4.3.3 Developing L2 Lexical Quality.

2.3 Teaching Approaches Combining Didactic Principles -- 2.3.1 Reciprocal Teaching -- 2.3.2 Collaborative Strategic Reading (CSR) -- 2.3.3 Concept-Oriented Reading Instruction (CORI) -- 2.4 Using Organizers in Reading Lessons -- 2.4.1 Mind Maps -- 2.4.2 Tables -- 2.4.3 Venn Diagrams -- 2.4.4 Schemes -- 2.4.5 Story Maps -- References -- 3 Exploring Reading Comprehension Skills using PIRLS -- 3.1 Introduction -- 3.2 How to Read this Chapter -- 3.3 Schematic Description of Two PIRLS Texts and Items -- 3.3.1 "Flowers on the Roof"-By Ingibjorg Sigurdardottir -- 3.3.2 "Giant Tooth Mystery"-By Kate McMullan -- Part II Teaching Reading Comprehension in a Multilingual Classroom -- 4 Reading Comprehension and Multilingual Students -- 4.1 Introduction -- 4.2 Theory on Reading Comprehension and Multilingualism -- 4.3 From Theory to Classroom Practices -- 4.3.1 Monitoring the Abilities of the Children ---

4.3.2 Stimulating Reading, Both in L1 and L2 -- 4.3.3 Developing L2 Lexical Quality.

Intro -- Series Editors’ Foreword -- Preface -- Contents -- About the Authors -- Part I Reading Comprehension: From Research to Practical Teaching Guidelines -- 1 Theories of Reading Comprehension -- 1.1 Introduction -- 1.2 What Does it Take to Comprehend a Text? -- 1.2.1 Word Identification -- 1.2.2 Word-to-Text Integration -- 1.2.3 Comprehension Strategies -- 1.2.4 Motivation -- 1.3 Four Main Processes for Comprehension -- References -- 2 Evidence-Based Didactic Principles and Practical Teaching Suggestions -- 2.1 Introduction -- 2.2 Evidence-Based Didactic Principles -- 2.2.1 Reading in a Meaningful and Functional Context -- 2.2.2 In-Depth Interaction About Texts -- 2.2.3 Explicit Instruction in Reading Strategies -- 2.2.4 Integrating Reading Education with Other Subjects -- 2.2.5 Monitoring Factors Associated with Reading Comprehension and Differentiating Instruction ---

4.3.4 Teaching Specific L2 Reading Strategies -- 4.3.5 Using the L1 Proficiency -- References -- 5 Good Practices in Teaching Reading Comprehension from Five PIRLS Countries -- 5.1 Introduction -- 5.2 Good Practices from Chile -- 5.2.1 Integrating Reading Comprehension with Other Subjects -- 5.2.2 Beyond Just Reading: Storytelling and Home Activities -- 5.2.3 Acting Out a Story: A Classroom Example -- 5.3 Good Practices from Chinese Taipei -- 5.3.1 Sharing a Multilingual Environment -- 5.3.2 Growing in Reading Comprehension Through Interaction and Motivation -- 5.4 Good Practices from England -- 5.4.1 Reading in a Multilingual Environment -- 5.4.2 Frederick Douglass: An Example of Reading Material that Connects to Students’ Experiences -- 5.4.3 Expanding Vocabulary as the First Step for Multilingual Students -- 5.4.4 "The Malfeasance": An Example of Modeling a Strategy for Reading Comprehension -- 5.5 Good Practices from Georgia -- 5.5.1 Teaching Georgian at the School -- 5.5.2 Integrating Reading and Writing in the Context of Natural Science -- 5.5.3 Texts for Different Levels -- 5.5.4 Enriching Reading Lessons to Increase Reading Motivation -- 5.5.5 "Penguin Pepe": An Example Reading Lesson -- 5.6 Good Practices from Spain -- 5.6.1 Students with Different Language Backgrounds -- 5.6.2 An Example of Using "Visualizing" in the Text "The Never-Ending Story" -- Reference -- Glossary.

4.3.4 Teaching Specific L2 Reading Strategies -- 4.3.5 Using the L1 Proficiency -- References -- 5 Good Practices in Teaching Reading Comprehension from Five PIRLS Countries -- 5.1 Introduction -- 5.2 Good Practices from Chile -- 5.2.1 Integrating Reading Comprehension with Other Subjects -- 5.2.2 Beyond Just Reading: Storytelling and Home Activities -- 5.2.3 Acting Out a Story: A Classroom Example -- 5.3 Good Practices from Chinese Taipei -- 5.3.1 Sharing a Multilingual Environment -- 5.3.2 Growing in Reading Comprehension Through Interaction and Motivation -- 5.4 Good Practices from England -- 5.4.1 Reading in a Multilingual Environment -- 5.4.2 Frederick Douglass: An Example of Reading Material that Connects to Students’ Experiences -- 5.4.3 Expanding Vocabulary as the First Step for Multilingual Students -- 5.4.4 "The Malfeasance": An Example of Modeling a Strategy for Reading Comprehension -- 5.5 Good Practices from Georgia -- 5.5.1 Teaching Georgian at the School -- 5.5.2 Integrating Reading and Writing in the Context of Natural Science -- 5.5.3 Texts for Different Levels -- 5.5.4 Enriching Reading Lessons to Increase Reading Motivation -- 5.5.5 "Penguin Pepe": An Example Reading Lesson -- 5.6 Good Practices from Spain -- 5.6.1 Students with Different Language Backgrounds -- 5.6.2 An Example of Using "Visualizing" in the Text "The Never-Ending Story" -- Reference -- Glossary.

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(Au-PeEL)EBL6975987

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(OCoLC)1315745917