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ERIC Number: ED461830
Record Type: RIE
Publication Date: 2002-Jan
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reading in the Geography Curriculum.
Ediger, Marlow
To become an efficient reader of subject matter in geography, students need to have adequate background information to read the ensuing content. Vocabulary considerations thoroughly enter into the reading act. A major problem for the teacher when students read geographical content is to develop meaning. To assist students in reading and understanding complex geographical concepts, teachers can: assist students to use context clues; help learners with the initial consonant sound and then using context clues; dividing the unknown word into syllables; saying the correct word to the stalled reader; using peer reading; emphasizing peer teaching; and having students read aloud the subject matter. Actual objects, models, and pictures need to be used in teaching geography. They assist students to make sense out of the abstract words read as well as those used in discussions. Teachers need to pay attention to learning styles possessed by individual students. Some students may prefer increased direction in learning as compared to others. Learning approaches should be varied so that the learner who does prefer to work alone has the opportunities to work with others, and those who prefer to work with others should work individually on learning tasks. Meaningful reading needs to be stressed in the understanding of the five fundamental themes in geography: location, place, human-environmental system, movement, and regions. (Contains 11 references.) (RS)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A