Literaturnachweis - Detailanzeige
Autor/inn/en | Nash, Kindel Turner; Michael, Joshua; Mata-McMahon, Jennifer; Lee, Jiyoon; Ackerman, Kris'tina |
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Titel | Singing the Same Song: Engaging Families in Read Two Impress Plus |
Quelle | In: Reading Teacher, 76 (2022) 1, S.34-41 (8 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Nash, Kindel Turner) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0034-0561 |
DOI | 10.1002/trtr.2114 |
Schlagwörter | Family Involvement; Culturally Relevant Education; Literacy; Coaching (Performance); Literacy Education; Reading Fluency; Elementary Education; Reading Skills; Teaching Methods; Tutors; Peer Teaching; Tutoring; Oral Reading; Repetition Alphabetisierung; Schreib- und Lesefähigkeit; Elementarunterricht; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Förderlehrer; Lehrender; Tutor; Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Wiederholung |
Abstract | Read Two Impress Plus (R2I+) is a fluency-building routine involving students and a more experienced reader in an echo reading process using culturally and linguistically authentic texts. R2I+ was offered as a partnership-centered, culturally and linguistically affirming family engagement to improve the literacy proficiency of students, aged 7-12, at two urban schools in the Mid-Atlantic. Results of this mixed methods study indicate that the family literacy routine had a positive impact on the participating students' reading fluency. In addition, the engagement had a positive influence on the way family members engaged with their children in reading and literacy practices at home. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |