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Teaching Content Through Reading by E. Coston Frederick

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1ERIC ED157073: Teaching Gifted Children Literature In Grades Four Through Six. Updated Edition. Six Basic Considerations In Teaching Literature To Gifted Children In Grades Four Through Six Are Presented In The First Half Of This Curriculum Guide: (1) The Teacher Needs A Broad Knowledge Of Literature, As Well As A Sensitivity To Students, In Order To Recommend Literature For Each Child. (2) The Teacher's Method Of Presentation Is Important. (3) The Reading Preferences Of The Child Should Be Honored. (4) The Interrelationship Of Content And Skills Must Be Recognized. (5) The Gifted Child Should Be Encouraged To Develop Higher Intellectual Skills Such As Evaluation, Critical And Creative Thinking, Recognition Of Implication, Development Of Hypotheses, And Comparison And Contrast. (6) Varied Types Of Literature Should Be Suggested By The Teacher. The Second Half Of The Curriculum Guide Offers Four Sample Units With Suggested Activities And Readings Given For Each Unit. The Units Are Entitled: "Conformity And Rebellious Behavior,""Science Fiction And Fantasy Literature,""A Study Of The Works Of One Author," And "Use Of Historical Fiction." The Two Appendixes Offer A Sample Comprehensive Literature Unit And A Suggested Literature/language Arts Curriculum For Academically Gifted Students. (JF)

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Six basic considerations in teaching literature to gifted children in grades four through six are presented in the first half of this curriculum guide: (1) The teacher needs a broad knowledge of literature, as well as a sensitivity to students, in order to recommend literature for each child. (2) The teacher's method of presentation is important. (3) The reading preferences of the child should be honored. (4) The interrelationship of content and skills must be recognized. (5) The gifted child should be encouraged to develop higher intellectual skills such as evaluation, critical and creative thinking, recognition of implication, development of hypotheses, and comparison and contrast. (6) Varied types of literature should be suggested by the teacher. The second half of the curriculum guide offers four sample units with suggested activities and readings given for each unit. The units are entitled: "Conformity and Rebellious Behavior,""Science Fiction and Fantasy Literature,""A Study of the Works of One Author," and "Use of Historical Fiction." The two appendixes offer a sample comprehensive literature unit and a suggested literature/language arts curriculum for academically gifted students. (JF)

“ERIC ED157073: Teaching Gifted Children Literature In Grades Four Through Six. Updated Edition. Six Basic Considerations In Teaching Literature To Gifted Children In Grades Four Through Six Are Presented In The First Half Of This Curriculum Guide: (1) The Teacher Needs A Broad Knowledge Of Literature, As Well As A Sensitivity To Students, In Order To Recommend Literature For Each Child. (2) The Teacher's Method Of Presentation Is Important. (3) The Reading Preferences Of The Child Should Be Honored. (4) The Interrelationship Of Content And Skills Must Be Recognized. (5) The Gifted Child Should Be Encouraged To Develop Higher Intellectual Skills Such As Evaluation, Critical And Creative Thinking, Recognition Of Implication, Development Of Hypotheses, And Comparison And Contrast. (6) Varied Types Of Literature Should Be Suggested By The Teacher. The Second Half Of The Curriculum Guide Offers Four Sample Units With Suggested Activities And Readings Given For Each Unit. The Units Are Entitled: "Conformity And Rebellious Behavior,""Science Fiction And Fantasy Literature,""A Study Of The Works Of One Author," And "Use Of Historical Fiction." The Two Appendixes Offer A Sample Comprehensive Literature Unit And A Suggested Literature/language Arts Curriculum For Academically Gifted Students. (JF)” Metadata:

  • Title: ➤  ERIC ED157073: Teaching Gifted Children Literature In Grades Four Through Six. Updated Edition. Six Basic Considerations In Teaching Literature To Gifted Children In Grades Four Through Six Are Presented In The First Half Of This Curriculum Guide: (1) The Teacher Needs A Broad Knowledge Of Literature, As Well As A Sensitivity To Students, In Order To Recommend Literature For Each Child. (2) The Teacher's Method Of Presentation Is Important. (3) The Reading Preferences Of The Child Should Be Honored. (4) The Interrelationship Of Content And Skills Must Be Recognized. (5) The Gifted Child Should Be Encouraged To Develop Higher Intellectual Skills Such As Evaluation, Critical And Creative Thinking, Recognition Of Implication, Development Of Hypotheses, And Comparison And Contrast. (6) Varied Types Of Literature Should Be Suggested By The Teacher. The Second Half Of The Curriculum Guide Offers Four Sample Units With Suggested Activities And Readings Given For Each Unit. The Units Are Entitled: "Conformity And Rebellious Behavior,""Science Fiction And Fantasy Literature,""A Study Of The Works Of One Author," And "Use Of Historical Fiction." The Two Appendixes Offer A Sample Comprehensive Literature Unit And A Suggested Literature/language Arts Curriculum For Academically Gifted Students. (JF)
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  • Language: English

“ERIC ED157073: Teaching Gifted Children Literature In Grades Four Through Six. Updated Edition. Six Basic Considerations In Teaching Literature To Gifted Children In Grades Four Through Six Are Presented In The First Half Of This Curriculum Guide: (1) The Teacher Needs A Broad Knowledge Of Literature, As Well As A Sensitivity To Students, In Order To Recommend Literature For Each Child. (2) The Teacher's Method Of Presentation Is Important. (3) The Reading Preferences Of The Child Should Be Honored. (4) The Interrelationship Of Content And Skills Must Be Recognized. (5) The Gifted Child Should Be Encouraged To Develop Higher Intellectual Skills Such As Evaluation, Critical And Creative Thinking, Recognition Of Implication, Development Of Hypotheses, And Comparison And Contrast. (6) Varied Types Of Literature Should Be Suggested By The Teacher. The Second Half Of The Curriculum Guide Offers Four Sample Units With Suggested Activities And Readings Given For Each Unit. The Units Are Entitled: "Conformity And Rebellious Behavior,""Science Fiction And Fantasy Literature,""A Study Of The Works Of One Author," And "Use Of Historical Fiction." The Two Appendixes Offer A Sample Comprehensive Literature Unit And A Suggested Literature/language Arts Curriculum For Academically Gifted Students. (JF)” Subjects and Themes:

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Find ERIC ED157073: Teaching Gifted Children Literature In Grades Four Through Six. Updated Edition. Six Basic Considerations In Teaching Literature To Gifted Children In Grades Four Through Six Are Presented In The First Half Of This Curriculum Guide: (1) The Teacher Needs A Broad Knowledge Of Literature, As Well As A Sensitivity To Students, In Order To Recommend Literature For Each Child. (2) The Teacher's Method Of Presentation Is Important. (3) The Reading Preferences Of The Child Should Be Honored. (4) The Interrelationship Of Content And Skills Must Be Recognized. (5) The Gifted Child Should Be Encouraged To Develop Higher Intellectual Skills Such As Evaluation, Critical And Creative Thinking, Recognition Of Implication, Development Of Hypotheses, And Comparison And Contrast. (6) Varied Types Of Literature Should Be Suggested By The Teacher. The Second Half Of The Curriculum Guide Offers Four Sample Units With Suggested Activities And Readings Given For Each Unit. The Units Are Entitled: "Conformity And Rebellious Behavior,""Science Fiction And Fantasy Literature,""A Study Of The Works Of One Author," And "Use Of Historical Fiction." The Two Appendixes Offer A Sample Comprehensive Literature Unit And A Suggested Literature/language Arts Curriculum For Academically Gifted Students. (JF) at online marketplaces:


2Teaching Through Text : Reading And Writing In The Content Areas

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Six basic considerations in teaching literature to gifted children in grades four through six are presented in the first half of this curriculum guide: (1) The teacher needs a broad knowledge of literature, as well as a sensitivity to students, in order to recommend literature for each child. (2) The teacher's method of presentation is important. (3) The reading preferences of the child should be honored. (4) The interrelationship of content and skills must be recognized. (5) The gifted child should be encouraged to develop higher intellectual skills such as evaluation, critical and creative thinking, recognition of implication, development of hypotheses, and comparison and contrast. (6) Varied types of literature should be suggested by the teacher. The second half of the curriculum guide offers four sample units with suggested activities and readings given for each unit. The units are entitled: "Conformity and Rebellious Behavior,""Science Fiction and Fantasy Literature,""A Study of the Works of One Author," and "Use of Historical Fiction." The two appendixes offer a sample comprehensive literature unit and a suggested literature/language arts curriculum for academically gifted students. (JF)

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  • Language: English

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3Teaching Through Text : Reading And Writing In The Content Areas

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Six basic considerations in teaching literature to gifted children in grades four through six are presented in the first half of this curriculum guide: (1) The teacher needs a broad knowledge of literature, as well as a sensitivity to students, in order to recommend literature for each child. (2) The teacher's method of presentation is important. (3) The reading preferences of the child should be honored. (4) The interrelationship of content and skills must be recognized. (5) The gifted child should be encouraged to develop higher intellectual skills such as evaluation, critical and creative thinking, recognition of implication, development of hypotheses, and comparison and contrast. (6) Varied types of literature should be suggested by the teacher. The second half of the curriculum guide offers four sample units with suggested activities and readings given for each unit. The units are entitled: "Conformity and Rebellious Behavior,""Science Fiction and Fantasy Literature,""A Study of the Works of One Author," and "Use of Historical Fiction." The two appendixes offer a sample comprehensive literature unit and a suggested literature/language arts curriculum for academically gifted students. (JF)

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  • Language: English

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4ERIC ED198476: Instructor's Manual For Advanced Instructional Techniques: Teaching Content Through Reading In The Secondary School.

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This teacher education instructor's manual begins with some assumptions about reading and reading achievement and with recommendations for the course instructor. The major portion of the manual describes activities to help teachers match students and materials, master prereading skills to help teach reading in content areas, and understand the processes involved in reading comprehension. These activities are followed by a bibliography of information sources available to teachers. A list of resources used in the course concludes the manual. (HTH)

“ERIC ED198476: Instructor's Manual For Advanced Instructional Techniques: Teaching Content Through Reading In The Secondary School.” Metadata:

  • Title: ➤  ERIC ED198476: Instructor's Manual For Advanced Instructional Techniques: Teaching Content Through Reading In The Secondary School.
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  • Language: English

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5ERIC ED106757: Vocabulary Development In The Content Areas Through Word Recognition Skills: Individualized Inservice Packet Number V. Teaching Teen Reading Series.

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Consisting of nine individualized inservice packets, the Teaching Teen Reading Series describes reading procedures applicable to instruction in all subjects in the elementary, middle, and secondary school. This fifth packet is designed to enable the teacher to equip the student with varied word recognition skills. Different approaches to teaching word identification, discrimination, and pronunciation are presented in the four sections entitled "Context Clues,""Structure,""Sound," and "Dictionary." A self-corrective posttest, a glossary of terms, and a bibliography are also included for use by the teacher. (LL)

“ERIC ED106757: Vocabulary Development In The Content Areas Through Word Recognition Skills: Individualized Inservice Packet Number V. Teaching Teen Reading Series.” Metadata:

  • Title: ➤  ERIC ED106757: Vocabulary Development In The Content Areas Through Word Recognition Skills: Individualized Inservice Packet Number V. Teaching Teen Reading Series.
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  • Language: English

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6ERIC ED106758: Vocabulary Development In The Content Areas Through Word Meaning: Individualized Inservice Packet Number VI. Teaching Teen Reading Series.

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Consisting of nine individualized inservice packets, the Teaching Teen Reading Series describes reading procedures applicable to instruction in all subjects in the elementary, middle, and secondary school. This sixth packet is designed to enable the teacher to help students expand word meaning, using the technical vocabulary of their content areas, by demonstrating the criteria for selection of vocabulary words, guidelines for instruction, guides to independence, and methods of reinforcement. A self-corrective posttest, a glossary of terms, and a bibliography are also included for use by the teacher. (LL)

“ERIC ED106758: Vocabulary Development In The Content Areas Through Word Meaning: Individualized Inservice Packet Number VI. Teaching Teen Reading Series.” Metadata:

  • Title: ➤  ERIC ED106758: Vocabulary Development In The Content Areas Through Word Meaning: Individualized Inservice Packet Number VI. Teaching Teen Reading Series.
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  • Language: English

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7Teaching Content Through Reading : A Human Experience

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Consisting of nine individualized inservice packets, the Teaching Teen Reading Series describes reading procedures applicable to instruction in all subjects in the elementary, middle, and secondary school. This sixth packet is designed to enable the teacher to help students expand word meaning, using the technical vocabulary of their content areas, by demonstrating the criteria for selection of vocabulary words, guidelines for instruction, guides to independence, and methods of reinforcement. A self-corrective posttest, a glossary of terms, and a bibliography are also included for use by the teacher. (LL)

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  • Title: ➤  Teaching Content Through Reading : A Human Experience
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 399.47 Mbs, the file-s for this book were downloaded 14 times, the file-s went public at Wed Feb 15 2023.

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8Teaching Through Text : A Content Literacy Approach To Content Area Reading

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Consisting of nine individualized inservice packets, the Teaching Teen Reading Series describes reading procedures applicable to instruction in all subjects in the elementary, middle, and secondary school. This sixth packet is designed to enable the teacher to help students expand word meaning, using the technical vocabulary of their content areas, by demonstrating the criteria for selection of vocabulary words, guidelines for instruction, guides to independence, and methods of reinforcement. A self-corrective posttest, a glossary of terms, and a bibliography are also included for use by the teacher. (LL)

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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 791.92 Mbs, the file-s for this book were downloaded 43 times, the file-s went public at Fri Feb 21 2020.

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9Reading Instruction Through Content Teaching

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Consisting of nine individualized inservice packets, the Teaching Teen Reading Series describes reading procedures applicable to instruction in all subjects in the elementary, middle, and secondary school. This sixth packet is designed to enable the teacher to help students expand word meaning, using the technical vocabulary of their content areas, by demonstrating the criteria for selection of vocabulary words, guidelines for instruction, guides to independence, and methods of reinforcement. A self-corrective posttest, a glossary of terms, and a bibliography are also included for use by the teacher. (LL)

“Reading Instruction Through Content Teaching” Metadata:

  • Title: ➤  Reading Instruction Through Content Teaching
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  • Language: English

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10ERIC ED167974: Reading In The Content Areas: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," July Through December 1978 (Vol. 39 Nos. 1 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 16 Titles Deal With The Following Topics: The Effects Of Teacher-directed Lessons On Fourth And Fifth Grade Students; Self-concept And The Comprehension Of Scientific Reading; The Readability Of Junior College Textbooks; The Effects Of Prereading Strategies On Comprehension; Teaching Reading In The Secondary Content Areas; Reading, Study Skills, And Success In The Content Areas; The Effects Of Structure In Science Communications On Knowledge Recall By College Students; The Cloze Procedure In Secondary American Government Classes; Using Context Cues In Sixth Grade To Complete Cloze Deletions; Readability Of Textbooks, Reading Ability, And Natural Science Reading Ability In Secondary Biology Classes; The Effects Of Lowered Readability And The Use Of A Glossary Upon Reading Comprehension; Grammatical Constructions In Secondary Science Materials; A Comparison Of Methods For Teaching Directed Reading Activities; Reading Abilities Compared With The Readability Of Social Science Textbooks; And Reading Ability Levels Of English And Social Studies Textbooks. (MAI)

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This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 16 titles deal with the following topics: the effects of teacher-directed lessons on fourth and fifth grade students; self-concept and the comprehension of scientific reading; the readability of junior college textbooks; the effects of prereading strategies on comprehension; teaching reading in the secondary content areas; reading, study skills, and success in the content areas; the effects of structure in science communications on knowledge recall by college students; the cloze procedure in secondary American government classes; using context cues in sixth grade to complete cloze deletions; readability of textbooks, reading ability, and natural science reading ability in secondary biology classes; the effects of lowered readability and the use of a glossary upon reading comprehension; grammatical constructions in secondary science materials; a comparison of methods for teaching directed reading activities; reading abilities compared with the readability of social science textbooks; and reading ability levels of English and social studies textbooks. (MAI)

“ERIC ED167974: Reading In The Content Areas: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," July Through December 1978 (Vol. 39 Nos. 1 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 16 Titles Deal With The Following Topics: The Effects Of Teacher-directed Lessons On Fourth And Fifth Grade Students; Self-concept And The Comprehension Of Scientific Reading; The Readability Of Junior College Textbooks; The Effects Of Prereading Strategies On Comprehension; Teaching Reading In The Secondary Content Areas; Reading, Study Skills, And Success In The Content Areas; The Effects Of Structure In Science Communications On Knowledge Recall By College Students; The Cloze Procedure In Secondary American Government Classes; Using Context Cues In Sixth Grade To Complete Cloze Deletions; Readability Of Textbooks, Reading Ability, And Natural Science Reading Ability In Secondary Biology Classes; The Effects Of Lowered Readability And The Use Of A Glossary Upon Reading Comprehension; Grammatical Constructions In Secondary Science Materials; A Comparison Of Methods For Teaching Directed Reading Activities; Reading Abilities Compared With The Readability Of Social Science Textbooks; And Reading Ability Levels Of English And Social Studies Textbooks. (MAI)” Metadata:

  • Title: ➤  ERIC ED167974: Reading In The Content Areas: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," July Through December 1978 (Vol. 39 Nos. 1 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 16 Titles Deal With The Following Topics: The Effects Of Teacher-directed Lessons On Fourth And Fifth Grade Students; Self-concept And The Comprehension Of Scientific Reading; The Readability Of Junior College Textbooks; The Effects Of Prereading Strategies On Comprehension; Teaching Reading In The Secondary Content Areas; Reading, Study Skills, And Success In The Content Areas; The Effects Of Structure In Science Communications On Knowledge Recall By College Students; The Cloze Procedure In Secondary American Government Classes; Using Context Cues In Sixth Grade To Complete Cloze Deletions; Readability Of Textbooks, Reading Ability, And Natural Science Reading Ability In Secondary Biology Classes; The Effects Of Lowered Readability And The Use Of A Glossary Upon Reading Comprehension; Grammatical Constructions In Secondary Science Materials; A Comparison Of Methods For Teaching Directed Reading Activities; Reading Abilities Compared With The Readability Of Social Science Textbooks; And Reading Ability Levels Of English And Social Studies Textbooks. (MAI)
  • Author:
  • Language: English

“ERIC ED167974: Reading In The Content Areas: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," July Through December 1978 (Vol. 39 Nos. 1 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 16 Titles Deal With The Following Topics: The Effects Of Teacher-directed Lessons On Fourth And Fifth Grade Students; Self-concept And The Comprehension Of Scientific Reading; The Readability Of Junior College Textbooks; The Effects Of Prereading Strategies On Comprehension; Teaching Reading In The Secondary Content Areas; Reading, Study Skills, And Success In The Content Areas; The Effects Of Structure In Science Communications On Knowledge Recall By College Students; The Cloze Procedure In Secondary American Government Classes; Using Context Cues In Sixth Grade To Complete Cloze Deletions; Readability Of Textbooks, Reading Ability, And Natural Science Reading Ability In Secondary Biology Classes; The Effects Of Lowered Readability And The Use Of A Glossary Upon Reading Comprehension; Grammatical Constructions In Secondary Science Materials; A Comparison Of Methods For Teaching Directed Reading Activities; Reading Abilities Compared With The Readability Of Social Science Textbooks; And Reading Ability Levels Of English And Social Studies Textbooks. (MAI)” Subjects and Themes:

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The book is available for download in "texts" format, the size of the file-s is: 21.45 Mbs, the file-s for this book were downloaded 65 times, the file-s went public at Mon Jul 25 2022.

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Find ERIC ED167974: Reading In The Content Areas: Abstracts Of Doctoral Dissertations Published In "Dissertation Abstracts International," July Through December 1978 (Vol. 39 Nos. 1 Through 6). This Collection Of Abstracts Is Part Of A Continuing Series Providing Information On Recent Doctoral Dissertations. The 16 Titles Deal With The Following Topics: The Effects Of Teacher-directed Lessons On Fourth And Fifth Grade Students; Self-concept And The Comprehension Of Scientific Reading; The Readability Of Junior College Textbooks; The Effects Of Prereading Strategies On Comprehension; Teaching Reading In The Secondary Content Areas; Reading, Study Skills, And Success In The Content Areas; The Effects Of Structure In Science Communications On Knowledge Recall By College Students; The Cloze Procedure In Secondary American Government Classes; Using Context Cues In Sixth Grade To Complete Cloze Deletions; Readability Of Textbooks, Reading Ability, And Natural Science Reading Ability In Secondary Biology Classes; The Effects Of Lowered Readability And The Use Of A Glossary Upon Reading Comprehension; Grammatical Constructions In Secondary Science Materials; A Comparison Of Methods For Teaching Directed Reading Activities; Reading Abilities Compared With The Readability Of Social Science Textbooks; And Reading Ability Levels Of English And Social Studies Textbooks. (MAI) at online marketplaces:


11Teaching Through Text : A Content Literacy Approach To Content Area Reading

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This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 16 titles deal with the following topics: the effects of teacher-directed lessons on fourth and fifth grade students; self-concept and the comprehension of scientific reading; the readability of junior college textbooks; the effects of prereading strategies on comprehension; teaching reading in the secondary content areas; reading, study skills, and success in the content areas; the effects of structure in science communications on knowledge recall by college students; the cloze procedure in secondary American government classes; using context cues in sixth grade to complete cloze deletions; readability of textbooks, reading ability, and natural science reading ability in secondary biology classes; the effects of lowered readability and the use of a glossary upon reading comprehension; grammatical constructions in secondary science materials; a comparison of methods for teaching directed reading activities; reading abilities compared with the readability of social science textbooks; and reading ability levels of English and social studies textbooks. (MAI)

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  • Title: ➤  Teaching Through Text : A Content Literacy Approach To Content Area Reading
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  • Language: English

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The book is available for download in "texts" format, the size of the file-s is: 671.87 Mbs, the file-s for this book were downloaded 33 times, the file-s went public at Tue Nov 19 2019.

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1Teaching content through reading

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“Teaching content through reading” Metadata:

  • Title: ➤  Teaching content through reading
  • Author:
  • Language: English
  • Number of Pages: Median: 202
  • Publisher: Thomas
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  • Publish Location: Springfield, Ill., U.S.A

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  • First Year Published: 1984
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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