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Essay / Research Paper Abstract
This 5 page report discusses the use of cooperative learning to teach reading in a third grade classroom. Schools and teachers have an obligation to assure that the children they advance have reading skills commensurate with their academic advancements. Encouraging children to read in school can be aided by a number of cooperative processes such as book discussions, reading awareness programs, use of non-print media and other reading-related activities. Bibliography lists 5 sources.
Page Count:
5 pages (~225 words per page)
File: D0_BW3rdgd.doc
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Unformatted sample text from the term paper:
integrate learning, cooperative partnering, and the needs of children in the learning-to-read process. Encouraging children to read in school can be aided by a number of cooperative processes such as
book discussions, reading awareness programs, use of non-print media and other reading-related activities. This report considers the findings of a number of researcher who all support a hybrid reading
program that emphasizes a cooperative approach for third graders and their reading education. It also examines the potential for a study that compares the results of varying reading instruction.
However, reading instruction is still carefully designed to assure that the third grade student is exposed to the best possible aspects of each standardized form of reading instruction. Clearly, no
educator wants one group of students to face additional barriers in an educational system that is already one with too many hurdles to cross and rings to leap through. Introduction
Regardless of ones particular educational bias, most teachers will agree that reading is one of the most essential skills a child can ever develop. The stories of the teenager
who graduates from high school unable to read or the forty-year-old who finally decides it is time they learn to read are simply heartbreaking. Reading is a skill that is
best instilled at a young age. Elementary and teachers have what amounts to an almost moral obligation to assure that the children they advance have reading skills commensurate with their
academic advancements. Cooperative learning often serves as a valuable tie to that larger goal of a partnership between parent, child, and teacher. In fact, the greatest service a future teacher
can receive in his or her training to become a teacher is the understanding and experience of teacher preparation that is based on the cooperative efforts and goals of education
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