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LGL was introduced by Hilda Taba in her book, Teachers’ Handbook to Elementary Social Studies (1967). The rationale for using this strategy is based on the idea that categorizing words will help students organize new words and concepts in relation to already known words/concepts.
Furthermore, literacy practices involve social regulation of text, i.e. who has access to it and who can produce it, and such practices are purposeful and embedded in broader social goals and cultural practices. Moreover, these practices change and new ones are frequently acquired through processes of informal learning and sense-making". [1]: 23
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension.
Critical literacy is the application of critical social theory to literacy. [1] Critical literacy finds embedded discrimination in media [2] [3] by analyzing the messages promoting prejudiced power relationships found naturally in media and written material that go unnoticed otherwise by reading beyond the author's words and examining the manner in which the author has conveyed their ideas ...
A plethora of other subjects can be integrated in the blocks center, including literacy, mathematics, science, social studies, art, and technology. [10] The blocks center is an especially good place for children to explore the rules of society, relationships, and teamwork. [11]
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 ...
The sources are not limited to textbooks. For example, in the social studies or history classroom, primary source texts and images encourage the development of critical reading skills. For themes related to current events, analysis of modern media hones media literacy skills. [6] Various teaching and learning methods can be used.
Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that "by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills".