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ERIC Number: ED456415
Record Type: Non-Journal
Publication Date: 2001-Aug
Pages: 10
Abstractor: N/A
Reference Count: N/A
Reading, Scope, and the Curriculum.
Ediger, Marlow
A major problem in the teaching of reading is to determine the scope or breadth of the curriculum--how broad to develop the objectives of instruction becomes paramount in curriculum development. Breadth of the curriculum may then be represented by points on a continuum with a wider scope on one end and narrowing down toward the other end. This paper considers both reading instruction representing a broader scope and reading instruction representing a narrower scope. The paper states that with a widened scope, the teacher can include instructional objectives pertaining to word recognition skills, such as: phonics; syllabication skills; structural analysis; context clues; and configuration clues. It explains that the comprehension component results in a broader scope in the reading curriculum and enhances thinking skills, such as cause and effect thinking; comparisons and contrasts among literary selections read; application of content read, as well as developing main ideas; inferential reading and problem solving; metacognition; understanding imagery in reading; reading for a sequence of ideas; developing interest and enthusiasm for reading across the curriculum; and reading for personal enrichment and growth. The paper states that there are also times when the scope of the reading curriculum will be narrowed, for example, when sustained silent reading (SSR) is in the offing whole language approaches are being used only, without word identification techniques being stressed; personalized reading is a little more structured than SSR, and emphasizes a whole language approach in teaching and learning. The paper also discusses reading across the curriculum for optimal achievement. (NKA)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A