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| ERIC #: | ED468246 |
| Title: | Perfect Match. PEN. |
| Authors: | Clements, Rebecca |
| Descriptors: | Action Research; Case Studies; Classroom Techniques; Elementary Education; Foreign Countries; Literacy; Reading Material Selection; Sustained Silent Reading |
| Source: | N/A |
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| Publisher: | Primary English Teaching Association, P.O. Box 3106, Marrickville, New South Wales 2204, Australia. Tel: (02) 9565 1277; Fax: (02) 9565 1070; e-mail: info@peta.edu.au; Web site: http://www.peta.edu.au. |
| Publication Date: | 2002-07-00 |
| Pages: | 7 |
| Pub Types: | Guides - Classroom - Teacher; Reports - Research |
| Abstract: | A teacher had always allowed 20 minutes for silent reading in her classroom. But when she looked at her Year 3/4 composite class, she noticed that although some students were reading, some were not. She decided to explore why they might not be reading. She focused on three students--a boy with severe learning difficulties and an auditory processing problem, another boy with dyslexia, and a girl who had trouble making decisions and staying on task. Although they all claimed to enjoy reading, all three had trouble staying on task during silent reading time. The teacher found that these students and their peers needed to be taught quite explicitly how to choose a text of high interest at the right reading level, since this skill did not just "happen." This publication provides information on developing text-selection strategies in students, using the following approaches: applying understanding to individual students; looking carefully at the characteristics of texts children are asked to read; and applying knowledge of what constitutes literacy and how it is learned. The document describes the range of tasks the class participated in that supported these approaches: Me in a nutshell; Reading survey; Discussion of texts that students like and dislike; Sorting of texts; Y-charting what choosing a book should sound, feel, and look like; Y-charting what a reading session should sound, feel, and look like; Brainstorming text-selection strategies; Conferencing; and Sharing with peers. It then discusses a new approach to reading time, assessment activities, and how this action research project helped the teacher to fine-tune her reading program. (NKA) |
| Abstractor: | N/A |
| Reference Count: | N/A |
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| Note: | Support provided by the Spencer Foundation Practitioner Mentoring and Communication Grant Scheme as administered by the University of South Australia. |
| Identifiers: | Australia; Strategy Training; Text Factors |
| Record Type: | Non-Journal |
| Level: | 1 - Available on microfiche |
| Institutions: | Primary English Teaching Association, Marrickville (Australia). |
| Sponsors: | Spencer Foundation, Chicago, IL. |
| ISBN: | N/A |
| ISSN: | ISSN-1442-603X |
| Audiences: | Teachers; Practitioners |
| Languages: | English |
| Education Level: | Elementary Education |
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