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Direct linkFerreira, Jonathan; Kendrick, Maureen; Early, Margaret – Reading Teacher, 2022
With the unprecedented increase of forced displacement in recent years, there has been a growing concern with how children from migrant and refugee backgrounds adjust to resettlement in Western schools. Adopting a sociocultural approach to science education, the authors explore how scientific concepts related to the water cycle and practices such…
Descriptors: Immigrants, Refugees, Student Adjustment, Science Education
Rodgers, Yana V.; Hawthorne, Shelby; Wheeler, Ronald C. – Reading Teacher, 2007
Primary-grade students can gain exposure to a wide range of economic concepts in state standards if teachers use reading strategies that embrace children's literature with economic content. This approach allows teachers to teach their students reading strategies and economics simultaneously. Almost all states have content standards in economics,…
Descriptors: State Standards, Reading Strategies, Picture Books, Childrens Literature
Peer reviewedRibovich, Jerilyn K. – Reading Teacher, 1979
Discusses the following topics: the connection between concepts and reading, the nature of concepts, concept development in children, and a procedure for teaching concepts. (DD)
Descriptors: Concept Formation, Concept Teaching, Elementary Education, Reading Instruction
Sekeres, Diane Carver; Gregg, Madeleine – Reading Teacher, 2007
Poetry should be an integral part of children's learning in elementary school. This article explains the classroom structures and routines through which third-grade students in an inner-city school became familiar with poetic language and learned to appreciate the artistry of poetry. Most of the students were struggling readers. Reading poetry…
Descriptors: Grade 3, Poetry, Reading Ability, Reading Processes
Peer reviewedSlack, Lori – Reading Teacher, 1989
Presents several activities for helping kindergarten and first grade students develop an understanding of the main idea concept. (MM)
Descriptors: Class Activities, Cognitive Development, Concept Formation, Grade 1
Liang, Lauren Aimonette; Dole, Janice A. – Reading Teacher, 2006
This article presents five instructional frameworks demonstrated by research as being effective in teaching reading comprehension: (1) The Scaffolded Reading Experience (SRE); (2) Questioning the Author (QtA); (3) Collaborative Strategic Reading (CSR); (4) Peer-Assisted Learning Strategies (PALS); and (5) Concept-Oriented Reading Instruction…
Descriptors: Reading Comprehension, Reading Instruction, Reading Strategies, Scaffolding (Teaching Technique)
Peer reviewedKennedy, Larry D. – Reading Teacher, 1971
Describes the difficulties students have in learning to read textbooks togain information for content areas and notes ways in which the teacher should promote textbook readiness. Bibliography. (RW)
Descriptors: Assignments, Concept Formation, Content Area Reading, Critical Thinking
Peer reviewedBrozo, William G.; Tomlinson, Carl M. – Reading Teacher, 1986
Suggests that children's literature used skillfully in tandem with textbooks makes the content curriculum more palatable, comprehensible, and memorable. Offers several teaching ideas. (FL)
Descriptors: Childrens Literature, Concept Formation, Content Area Reading, Educational Theories
Peer reviewedDyson, Anne Haas – Reading Teacher, 1984
Discusses the literature on children's early thinking about written symbols and offers suggestions for teachers seeking to extend that thinking. (FL)
Descriptors: Cognitive Development, Cognitive Processes, Concept Formation, Critical Thinking
