NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ917045
Record Type: Journal
Publication Date: 2011-Mar
Pages: 4
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0034-0561
The Case for Authentic Tasks in Content Literacy
Parsons, Seth A.; Ward, Allison E.
Reading Teacher, v64 n6 p462-465 Mar 2011
Motivation, academic vocabulary, and the role of teachers have been themes of previous Content Literacy columns. In this installment, we suggest that the tasks, or assignments, students complete are an important aspect of content literacy because they influence students' understandings of content and reading. Additionally, we demonstrate how well-designed tasks are closely associated with increasing student engagement and expanding word knowledge. (Contains 1 figure 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 Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A