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Not Just for After Lunch
Author(s) -
Toth Aimee
Publication year - 2013
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1193
Subject(s) - vocabulary , meaning (existential) , context (archaeology) , read aloud , mathematics education , contrast (vision) , psychology , vocabulary development , associative property , think aloud protocol , teaching method , linguistics , reading aloud , reading (process) , pedagogy , computer science , artificial intelligence , mathematics , history , human–computer interaction , philosophy , archaeology , usability , pure mathematics , psychotherapist
This Teaching Tip is based on a vocabulary study conducted at Thetford Elementary in Thetford, Vermont. It explores the positive effects of ulizing paired conversational response and teaching of associative connections within read aloud. Teachers who scaffold student undertanding during read aloud using the Four C's: compare and contrast vocabulary, make connections to what is known, and use context to fill in meaning for unknown words students, will see the greatest gains in their students.