Teacher Modeling Using Complex Informational Texts

被引：9

作者：

Fisher, Douglas ^{[1
]}

Frey, Nancy ^{[1
]}

机构：

[1] San Diego State Univ, San Diego, CA 92182 USA

来源：

READING TEACHER | 2015年 / 69卷 / 01期

关键词：

Comprehension; Information processing; Metacognition; Predicting; Questioning; Summarizing; Text features; text structure; Content literacy; Domain knowledge; Specific subject areas (math; art; etc; Text types; text features; Strategies; methods; and materials; Informational text; Instructional models; Instructional strategies; teaching strategies; Learning strategies; Reading strategies; Vocabulary; Affixes; Context clues; Morphology; Word structure; Childhood; Early adolescence;

D O I：

10.1002/trtr.1372

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Modeling in complex texts requires that teachers analyze the text for factors of qualitative complexity and then design lessons that introduce students to that complexity. In addition, teachers can model the disciplinary nature of content area texts as well as word solving and comprehension strategies. Included is a planning guide for think aloud.

引用

页码：63 / 69

页数：7

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