Guide d'enseignement du francais au secondaire. Volet I: Comprehension ecrite. Immersion (Teaching Guide for French at the Secondary Level. Part I: Reading Comprehension. Immersion).

Autor/in	Leduc, Denise
Institution	Alberta Dept. of Education, Edmonton.
Titel	Guide d'enseignement du francais au secondaire. Volet I: Comprehension ecrite. Immersion (Teaching Guide for French at the Secondary Level. Part I: Reading Comprehension. Immersion).
Quelle	(1989), (233 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Classroom Techniques; Computer Assisted Instruction; Curriculum Design; Curriculum Development; Educational Strategies; Foreign Countries; French; Immersion Programs; Instructional Materials; Literature Appreciation; Media Selection; Reading Comprehension; Reading Difficulties; Reading Instruction; Second Language Programs; Secondary Education; Social Values; Canada + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenführung; Computer based training; Computerunterstützter Unterricht; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrstrategie; Ausland; Französisch; Immersionsprogramm; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Literarische Wertung; Medienwahl; Leseverstehen; Reading difficulty; Leseschwierigkeit; Leseunterricht; Sekundarbereich; Sozialer Wert; Kanada
Abstract	This guide to secondary school French reading instruction addresses a variety of general and specific instructional issues. An introductory chapter discusses program objectives, minimum program requirements, and the population to be taught. The second chapter looks at theoretical aspects of the development of reading ability: current thoughts on reading instruction, the definition of reading ability, implications for this population, variables influencing reading development, and the teacher's role. Chapter 3 examines two different types of reading material, literary and non-literary, and instructional approaches for each. The role of sociocultural values in reading is the subject of the fourth chapter. Chapter 5 outlines the various steps and stages in reading comprehension instruction. Reading problems are discussed in chapter 6, including comprehension difficulties, slow reading rate, skimming, use of the same reading strategies for different text types, and dyslexia. Identification of the problems and various approaches and interventions are examined. Chapter 7 addresses the computer's role in reading instruction at various levels, software and courseware, and how to find computerized texts. The eighth chapter consists of a form for teachers to self-report their understanding of the principles of reading instruction. A bibliography and notes on development of different lesson types are appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC