课堂教学中的五种阅读方法

以下选自Gail E. Tompkins & Kenneth Hoskisson. (1995). "Language Arts-- Content and Teaching Strategies". Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

In the classroom, teachers use five types of reading:

l Reading aloud

l Shared reading

l Buddy reading

l Guided reading

l Independent reading

Reading Aloud. Students listen to the teacher read the text, or they may listen to the text read aloud at a listening center. The listening center is especially useful when students want to listen to the book a second time.

Shared Reading. Students follow along in the text as the teacher reads it or as the class reads it together. Shared reading is possible if there are multiple copies of the text, if the text is displayed on a chart, with an enlarged copy of a book, or using sentence strips.

Buddy Reading. Two students read the text together. Sometimes they take turns reading aloud, sometimes they both read silently, and at other times the classmates read aloud together. This approach is similar to shared reading, and it is especially useful for rereading familiar texts or for providing successful reading experiences for students who are not fluent readers.

Guided Reading. Students read the text with the teacher’s guidance. Teachers invite students to make predictions before reading, and then students read silently to confirm or reject their predictions. Teachers repeat the prediction cycle several times during reading and may also stop students to discuss parts of the text. Guided reading can be used with small groups or with the entire class when multiple copies of the same text are available. This approach is used when students are reading unfamiliar texts and when they need scaffolding in order to be able to interpret the text.

Independent Reading. Students read independently. All students may read the same text, or they may choose different texts. Independent reading is the most authentic type of reading, and it allows students to be responsible in choosing reading matierials, read texts they want to read, and learn the pleasure of reading. The advantages and drawbacks of each type of reading are outlined in the following figure.

Type	Advantage	Drawbacks
Reading Aloud	Access to books students could not read themselves. Teacher models fluent reading. Opportunities to model reading strategies. Develops a community of readers. Use when only one copy of text is available.	No opportunity for students themselves to read. Text may not be appropriate for all students. Students may not be interested in the text.
Shared Reading	Access to books students could not read themselves. Teacher models fluent reading. Opportunities to model reading strategies. Students practice fluent reading. Develops a community of readers.	Multiple copies, a class chart, or a big book needed. Text may not be appropriate for all students. Students may not be interested in the text.
Buddy Reading	Collaboration between students. Students assist each other. Use to reread familiar texts. Students talk and share interpretations.	Less teacher involvement and control.
Guided Reading	Practice the prediction cycle. Teacher provides scaffolding. Opportunities to model reading strategies. Use with unfamiliar texts.	Multiple copies of text needed. Teacher controls the reading experience. Some students may not be interested in the text.
Independent Reading	Develops responsibility and ownership. Self-selection of texts. Experience is more authentic.	Students may need assistance to read the text. Little teacher involvement and control .

Students may read the entire text, or they may read only sections of it. When students are reading aesthetically, they usually read the entire text, but when they are reading efferently, they may be searching for specific information and read only until they locate that information. Also, students may decide to put a book down if it does not capture their interest, if it is too difficult to read, or if it does not have the information they are searching for. It is unrealistic to assume that students will always read entire texts or finish reading every book they begin

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