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- Title
Complex Text or Frustration-Level Text: Using Shared Reading to Bridge the Difference.
- Authors
Stahl, Katherine A. Dougherty
- Abstract
Challenging texts can be made accessible to students by increasing the level of instructional scaffolding. This article describes evidence-based models of shared reading that support reading development across the elementary years. Shared Reading Experience (Holdaway, 1982), Fluency-Oriented Reading Instruction (Stahl & Heubach, 2005), think-alouds, and high-level discussion enable students to successfully read texts that might be considered frustration level if relying upon traditional criteria for determining difficulty.
- Subjects
READING (Elementary); GROUP reading; LITERACY education; SCAFFOLDED instruction; STUDY &; teaching of reading comprehension; TEACHING methods research; READING level of students
- Publication
Reading Teacher, 2012, Vol 66, Issue 1, p47
- ISSN
0034-0561
- Publication type
Article
- DOI
10.1002/TRTR.01102