Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, Emily; Guthrie, John T. |
|---|---|
| Institution | National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD. |
| Titel | Teaching with CORI: Taking the Big Jump. |
| Quelle | In: NRRC News: A Newsletter of the National Reading Research Center, (1996), S.1-3 (4 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Classroom Environment; Elementary Education; Instructional Effectiveness; Reading Improvement; Reading Instruction; Reading Motivation; Reading Strategies; Student Motivation; Thinking Skills |
| Abstract | Concept-Oriented Reading Instruction (CORI) offers children the opportunity for endless challenges and discovery. Engaged literacy learners are motivated, have conceptual understanding, use cognitive strategies, and interact socially. CORI is a classroom context that promotes literacy engagement in terms of seven dimensions: observational, conceptual, self-directed, strategic, collaborative, self-expressive, and coherent. To teach CORI, teachers need lots of trade books, imagination, a plan, and at least one other teacher or a team of teachers to share ideas and give and receive feedback. Three of the most salient and important benefits of CORI are: (1) the development of long-term motivation; (2) development of long-term motivation coupled with higher-order thinking skills and strategy use; and (3) CORI helps students to think conceptually and cogently. (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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