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Title: RAISSE the Question: How might we teach reading across the content areas?
Contributor(s): Styslinger, Mary E (author); Clary, Deidre  (author); Oglan, Victoria (author)
Publication Date: 2009
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Abstract: Mark asks a good question. Why should we be teaching high school students how to read it in high school? Shouldn't students already know how to read by the time they come to us, wide eyed, pierced, and tattooed, on that first day of freshman year? I guess that all depends on how we choose to define reading. In order to read, a reader simultaneously utilizes four cue systems of language including graphophonemic (cues from letters and letter patterns which form sound symbol relationships), syntactic (cues from grammar like word order, function words, and word endings which form word-order relationships), pragmatic (cues from the context in which the language is used), and semantic (cues from word meanings, shaped through language and real-world experience). All cue systems work in unison to create meaning for the reader.
Publication Type: Journal Article
Source of Publication: The English Record, 59(3), p. 46-61
Publisher: New York State English Council
Place of Publication: United States of America
ISSN: 0013-8363
Fields of Research (FoR) 2008: 130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL)
130313 Teacher Education and Professional Development of Educators
130106 Secondary Education
Socio-Economic Objective (SEO) 2008: 930102 Learner and Learning Processes
930203 Teaching and Instruction Technologies
930202 Teacher and Instructor Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article

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