ERIC Number: EJ1151114
Record Type: Journal
Publication Date: 2017-May
Abstractor: As Provided
Reading for Meaning; Time to Revisit Top-Down Strategies?
Support for Learning, v32 n2 p195-207 May 2017
The teaching of reading is one of the consistent topics for discussion in education. It exercises the minds of teachers, parents and politicians alike. This is especially so because levels of literacy are regarded as one of the most important indicators of educational well-being and progress, such is its position of status in such international comparison tools as "PISA." This article explores some of the historical and contemporary dilemmas, highlighting the challenges that teachers face in defining effective reading programmes for students who are underachieving.
Descriptors: Reading Instruction, Reading Programs, Instructional Effectiveness, Program Effectiveness, Underachievement, Reading Achievement, Educational History
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A