What Kind of Text--For Whom and When? Textual Scaffolding for Beginning Readers

Suggests that teachers should provide text that supports students' changing interactions with text as they move from learning about print and how it works, to the labors of learning to decode, and on to growing independence and fluency. Highlights effective uses of simple predictable text, tran...

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Veröffentlicht in:	The Reading teacher 2000-12, Vol.53 (4), p.292
1. Verfasser:	Brown, Kathleen J
Format:	Artikel
Sprache:	eng
Schlagworte:	Beginning Reading Childrens Literature Emergent Literacy Primary Education Reader Text Relationship Reading Improvement Reading Instruction Reading Material Selection Reading Materials Scaffolding (Teaching Technique)
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description	Suggests that teachers should provide text that supports students' changing interactions with text as they move from learning about print and how it works, to the labors of learning to decode, and on to growing independence and fluency. Highlights effective uses of simple predictable text, transitional text, decodable text, easy readers, and authentic literature. (SR)
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source	Jstor Complete Legacy; Education Source
subjects	Beginning Reading Childrens Literature Emergent Literacy Primary Education Reader Text Relationship Reading Improvement Reading Instruction Reading Material Selection Reading Materials Scaffolding (Teaching Technique)
title	What Kind of Text--For Whom and When? Textual Scaffolding for Beginning Readers
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