ERIC Number: ED223977
Record Type: RIE
Publication Date: 1982-Oct
Reference Count: 0
The Elementary Classroom Teacher: A Reading Facilitator.
DiSibio, Robert A.; Savitz, Fred R.
Research on reading interests suggests (1) that interest leads to knowledge, which leads in turn to increased comprehension, and (2) that high interest materials are more easily comprehended than are low interest materials by virtue of the knowledge this interest has generated. The 3-D approach to classroom reading instruction and management (directing, dividing, and diversifying) embodies continuous teacher-student interaction to encourage reading interest and improvement. First, the teacher "directs" an interactive learning process by diagnosing student needs and modifying subsequent learning tasks throughout the analysis of student feedback. When diagnosis and feedback operate correctly, the teacher will identify a number of students who comprise an instructional group, and will "divide" or assign them to work directly with the teacher on a specific instructional skill. Other groups of students will assemble as independently functioning task groups and will select and complete other activities, or "diversify." As the teacher monitors the progress of the instructional learning group and the independent task groups, he or she pays close attention to the availability of a wide range of mastery activities--creative, appealing, and accessible to students as they move from instructional group to independent groups. (Suggestions for making a creative reading center from a teacher's desk, and 10 activities students can pursue at the reading center to increase their reading interests are included.) (HTH)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the College Reading Association (26th, Philadelphia, PA, October 28-30, 1982).