Using Childrens Literature To Build Literacy: A Cooperative Learning Approach.Reportar como inadecuado




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When teaching beginning reading, the use of certain children's stories, called predictable books, can yield higher reading comprehension skills, provide excellent practice for sight words, and teach good oral reading skills. A nurturing classroom environment is an important component of an effective beginning reading curriculum. An effective learning environment would provide: neat, orderly surroundings; a classroom library with bookshelves and comfortable seating; a well-supplied writing center; and a colorful and attractive decor. Among the guiding principles for a literacy-rich environment are: (1) acknowledging and using children's prior knowledge about print; (2) recognizing individual differences and developmental levels; (3) arranging the classroom for learner movement and learner interaction; and (4) reading quality literature, including poetry, aloud to children every day. Surrounding children with poetry will ignite their interest in it. Having a variety of collections on hand, in print and on tape; inviting readers to class or having children read poetry to each other; and encouraging children to both collect poetry and to write their own are some suggestions to enhance students' love for rhyme. Teaching specific information about stories, authors, poems, and poets is vital. Within their classrooms, children are members of a community of readers and can be bonded by shared literary information. (Contains 11 references.) (CR)

Descriptors: Beginning Reading, Childrens Literature, Classroom Environment, Cooperative Learning, Decoding (Reading), Early Childhood Education, Emergent Literacy, Learning Activities, Learning Processes, Reading Achievement, Reading Processes, Young Children











Autor: Love, Fannye E.; And Others

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7843&id=ED393062







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