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ERIC Number: EJ1069447
Record Type: Journal
Publication Date: 2005
Pages: 5
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0040-0610
"Do We Have to Read 'All' of This?" Encouraging Students to Read for Understanding
Hellier, David; Richards, Helen
Teaching History, n118 p44-48 2005
What's the hardest part of history? Heads of Year 9 at options time seem depressingly clear--"Don't do history, there's too much writing." David Hellier and Helen Richards show that at The Green School it is reading that used to be the problem. At every level students found it difficult to assimilate, transform and use information by reading it. The problem was most obvious at post-16 level, where spoon-feeding information is simply impossible. Hellier and Richards have found a solution involving changes not merely to their teaching of GCSE and AS/A2 courses, but to their practice across the school. They recommend a range of strategies designed to promote guided, purposeful reading. They show us how they have built up a culture of reading within their department. They demonstrate that their students do not merely read for reading's sake: they read for understanding.
Historical Association. 59a Kennington Park Road, London, SE11 4JH, UK. Tel: +44-300-100-0223; Fax: +44-20-7582-4989; e-mail: enquiries@history.org.uk; Website: http://www.history.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (London)