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The strategy utilizes pre-reading, reading, and post-reading questions and discussions. Teachers use this strategy in an attempt to build on the knowledge that students already know and apply it to new information and situations. Students are provided with a framework to organize and recall information from storybooks.
The teacher's editions are also tightly organized, containing much more than the answer key to the questions that usually appear at the end of each reading passage. The teacher's book also contains suggestions for pre-reading and post-reading activities and assessments, as well as scripted questions to ask students at specific points in a story.
In the classroom, this hierarchical organization was used by the teacher as a pre-reading strategy to show relationships among vocabulary. Its use later expanded for not only pre-reading strategies but for supplementary and post-reading activities. It was not until the 1980s that the term graphic organizer was used. [7]
Reciprocal teaching is an amalgamation of reading strategies that effective readers are thought to use. As stated by Pilonieta and Medina in their article "Reciprocal Teaching for the Primary Grades: We Can Do It, Too!", previous research conducted by Kincade and Beach (1996 ) indicates that proficient readers use specific comprehension strategies in their reading tasks, while poor readers do ...
They suggested that professional development can increase teachers/students willingness to use reading strategies but admitted that much remains to be done in this area. [citation needed] The directed listening and thinking activity is a technique available to teachers to aid students in reading comprehension. It is also difficult for students ...
NAEP reading assessment results are reported as average scores on a 0–500 scale. [46] The Basic Level is 208 and the Proficient Level is 238. [47] The average reading score for grade-four public school students was 219. [48] Female students had an average score that was 7 points higher than male students.
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Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
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