Developed for teaching learners of all abilities, this guide presents a powerful approach to literacy development for elementary students based on individual coaching, classwide discussions, and assessment.
Developed for teaching learners of all abilities, this guide presents a powerful approach to literacy development for elementary students based on individual coaching, classwide discussions, and assessment.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Rita A. Moore, a former Title I reading teacher and high school language arts teacher, is a professor of education and associate dean at Willamette University in Salem, Oregon. She and her colleague Victoria N. Seeger have worked continuously together since 2001 on research including professional development schools, classroom research for teachers, and RMA, from which they have coauthored several articles. In addition to Reading Conversations: RMA with Struggling Readers Grades 4-12 (2005), coauthored with Carol Gilles, Moore has written Classroom Research for Teachers: A Practical Guide (2004) and has published over 30 articles in peer-reviewed journals on topics related to literacy education and the preparation of preservice teachers. Moore holds a master's degree in reading from Southwest Missouri University and a PhD in literacy education from the University of Missouri-Columbia. She is dedicated to the notion that the integral and often seamless connectivity between language and literacy defines us as human beings and empowers us as learners.
Inhaltsangabe
List of Figures Foreword by Dorothy Watson Preface Acknowledgments About the Authors 1. Revaluing Readers: Introducing Retrospective Miscue Analysis (RMA) 2. RMA and the Theoretical Premises Involved 3. Connecting the Reading Process to Miscue Analysis 4. Marking and Coding Miscues for RMA: Simplifying the Process for Classroom Teachers 5. Organizing the Classroom for RMA 6. Assessing Reading Performance Through RMA 7. Informing Instruction Through RMA 8. RMA Conversations Focus the Classroom Literacy Curriculum 9. Socratic Circles and RMA 10. RMA and Proficient Readers 11. RMA and Developing Readers 12. RMA and Striving Readers 13. Concluding Thoughts and Follow-Up Interviews Resources Resource A: A Summary of the Research Resource B: Example of a Marked Transcript Resource C: Retelling Guide for Narrative Text Resource D: Retelling Guide for Expository Text Resource E: Practice Text for Miscue Marking Resource F: Focusing on Miscues: For Student Reference Resource G: Reporducible Simplified Miscue Organizer Resource H: Burke Reading Interview Resource I: Thinking About Reading: Reproducible Survey Resource J: Socratic Circles Reproducible Tracking Sheet References and Resources References for Children¿s Literature Index
List of Figures Foreword by Dorothy Watson Preface Acknowledgments About the Authors 1. Revaluing Readers: Introducing Retrospective Miscue Analysis (RMA) 2. RMA and the Theoretical Premises Involved 3. Connecting the Reading Process to Miscue Analysis 4. Marking and Coding Miscues for RMA: Simplifying the Process for Classroom Teachers 5. Organizing the Classroom for RMA 6. Assessing Reading Performance Through RMA 7. Informing Instruction Through RMA 8. RMA Conversations Focus the Classroom Literacy Curriculum 9. Socratic Circles and RMA 10. RMA and Proficient Readers 11. RMA and Developing Readers 12. RMA and Striving Readers 13. Concluding Thoughts and Follow-Up Interviews Resources Resource A: A Summary of the Research Resource B: Example of a Marked Transcript Resource C: Retelling Guide for Narrative Text Resource D: Retelling Guide for Expository Text Resource E: Practice Text for Miscue Marking Resource F: Focusing on Miscues: For Student Reference Resource G: Reporducible Simplified Miscue Organizer Resource H: Burke Reading Interview Resource I: Thinking About Reading: Reproducible Survey Resource J: Socratic Circles Reproducible Tracking Sheet References and Resources References for Children¿s Literature Index
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