Preservice Teachers¿ Perceptions of Content Area Literacy - Omachonu, Florence
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This book has both practical and theoretical implications. Practically, it is a call to preservice teachers, teachers in general and administrators alike to understand the importance of learning reading and writing strategies that enhance students comprehension. When preservice teachers learn these reading strategies, they are better equipped to help students develop the reading comprehension abilities that prepare them to construct meaning and carry out analysis in science, social studies and mathematical as well as process the underlying strategies processes in real life situations.…mehr

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Produktbeschreibung
This book has both practical and theoretical implications. Practically, it is a call to preservice teachers, teachers in general and administrators alike to understand the importance of learning reading and writing strategies that enhance students comprehension. When preservice teachers learn these reading strategies, they are better equipped to help students develop the reading comprehension abilities that prepare them to construct meaning and carry out analysis in science, social studies and mathematical as well as process the underlying strategies processes in real life situations. Theoretically, research in this area has repeatedly shown that teachers attitudes toward reading in the content areas are among the important factors in achievement in reading up to the secondary education levels.
Autorenporträt
Dr. Florence Omachonu is an assistant professor of education at University of Wisconsin-Platteville. She was a former public school teacher and teaches content area literacy courses. Her teaching philosophy is informed by the use of inquiry-based approach and her research focused on reading and content area literacy, assessment and gender equity.