The Power of Reading Insights from the Research阅读从的研究的见解的力量.pptVIP

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The Power of Reading Insights from the Research阅读从的研究的见解的力量.ppt

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The Power of Reading Insights from the Research阅读从的研究的见解的力量

The Power of Reading:Insights from the Research By Stephen Krashen Observations and Reflections from BEHS Staff, October 2004 The Power of Free Voluntary Reading Research says that FVR: is effective in increasing and improving reading is pleasurable results in superior general knowledge improves spelling, writing, grammar helps ELL learners dramatically Improves scores on reading tests and other subject matter tests Results in better reading comprehension, writing style, and increased vocabulary Develops better thinkers Works when students truly have choice, when the program is consistent and continued, and when teachers are also reading when students are reading What we can do: School-wide SSR Individual classroom SSR Have a variety of books available for low-level readers—comics, series books, etc. Publicize suggested reading lists Survey kids about their reading interests Librarian put out list of kids’ favorite books and their interests Encourage teachers to develop in-class libraries Solicit books through newsletter, civic groups Establish a reading-as-reward system Encourage reading aloud in class Read aloud to Special Ed and ELL students Talk about reading with colleagues and students Extend library hours—talk to Kiwanis and other groups about providing funding or volunteersa The Power of Reading and Vocabulary Development What the research says: Vocabulary is best developed through real encounters with the words in context, over time, and in small doses Acquiring a word requires acquiring all of its subtle and complex qualities-hard to teach with direct instruction Time spent teaching vocabulary lists better spent doing free voluntary reading—more likely to result in word acquisition. What we can do: Eliminate or reduce vocabulary lists and tests Provide in-context vocabulary through the reading of paragraphs Evaluate the level of vocabulary we expect students to attain; set priorities, determine what matters Vary the vocabulary input between addi