The more that they read the more things they will know: becoming word conscious

Peel, Karen L. (2016) The more that they read the more things they will know: becoming word conscious. Literacy Learning: The Middle Years, 24 (2). pp. 34-42. ISSN 1320-5692

Abstract

The gap between students who are proficient readers and those who are not at an age appropriate reading level widens in the primary to secondary schooling transition years. This is therefore an issue for teachers, who play a critical role in fostering students’ literacy capabilities for life learning. This article acknowledges that young adolescent students prosper as readers when they develop the vocabulary to support their reading comprehension and fluency. When students experience enjoyable word challenges and are explicitly taught word conscious strategies in topic-based learning environments, the vocabulary learning cycle is activated.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: No
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 22 Jul 2016 03:08
Last Modified: 04 Jul 2017 01:26
Uncontrolled Keywords: literacy; word conscious; word vocabulary; wild topics; enjoy reading
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
URI: http://eprints.usq.edu.au/id/eprint/29479

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