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ERIC Number: EJ880118
Record Type: Journal
Publication Date: 2010-Apr
Pages: 11
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-0034-0561
Supporting English-Language Learners and Struggling Readers in Content Literacy with the "Partner Reading and Content, Too" Routine
Ogle, Donna; Correa-Kovtun, Amy
Reading Teacher, v63 n7 p532-542 Apr 2010
Increasing numbers of English-language learners and the challenge of supporting their learning in social studies and science brought together a group of urban literacy coaches and university faculty. This article describes the development and refinement of a partner reading routine, Partner Reading and Content, Too (PRC2). Partners with similar reading levels read short, informational texts that are part of a text set on the particular unit being studied. Students learn to preview and identify key features of the text and then read the text together sharing in reading orally, questioning and discussing, and then attend to important content vocabulary. Informal assessments used as pre- and post-tests help teachers and students monitor their fluency, conceptual understanding, and vocabulary. Results from classrooms provide evidence of the strength of PRC2 in supporting content literacy and of the impact on students' self-confidence and satisfaction. (Contains 5 figures and 1 table.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A