Building the Foundation for Close Reading with Developing Readers
Saved in:
| Title: | Building the Foundation for Close Reading with Developing Readers |
|---|---|
| Language: | English |
| Authors: | Baker, Sheila F., McEnery, Lillian |
| Source: | Texas Journal of Literacy Education. Sum 2017 5(1):71-80. |
| Availability: | Texas Journal of Literacy Education. Sam Houston State University, 1908 Bobby Marks Drive Box 2119, Huntsville, TX 77341. Web site: http://www.texasreaders.org |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2017 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education Elementary Education Early Childhood Education |
| Descriptors: | Reading Skills, Reading Strategies, Educational Technology, Technology Uses in Education, Teaching Methods, Text Structure, Early Reading, Reading Instruction, Reading Comprehension, Computer Software Reviews, Instructional Material Evaluation, Elementary Education, Early Childhood Education |
| ISSN: | 2374-7404 |
| Abstract: | Close Reading utilizes several strategies to help readers think more critically about a text. Close reading can be performed within the context of shared readings, read-alouds by the teacher, literature discussion groups, and guided reading groups. Students attempting to more closely read difficult texts may benefit from technologies and platforms that support their diverse reading levels, abilities, and special needs during close reading activities. The authors identify technologies which enable teachers to embed multimedia, interactive activities, and questions and activities that promote critical thinking and which guide readers to take a closer look at the content of their texts. |
| Abstractor: | As Provided |
| Number of References: | 35 |
| Entry Date: | 2017 |
| Accession Number: | EJ1147676 |
| Database: | ERIC |
| Abstract: | Close Reading utilizes several strategies to help readers think more critically about a text. Close reading can be performed within the context of shared readings, read-alouds by the teacher, literature discussion groups, and guided reading groups. Students attempting to more closely read difficult texts may benefit from technologies and platforms that support their diverse reading levels, abilities, and special needs during close reading activities. The authors identify technologies which enable teachers to embed multimedia, interactive activities, and questions and activities that promote critical thinking and which guide readers to take a closer look at the content of their texts. |
|---|---|
| ISSN: | 2374-7404 |
