Integrating Literacy and Engineering Instruction for Young Learners

被引：9

作者：

Wilson-Lopez, Amy ^{[1
]}

Gregory, Stacie ^{[2
]}

机构：

[1] Utah State Univ, Educ, Logan, UT 84322 USA

[2] Utah State Univ, Engn Educ, Logan, UT 84322 USA

来源：

READING TEACHER | 2015年 / 69卷 / 01期

关键词：

Assessment; Rubrics; Comprehension; Making inferences; Predicting; Questioning; Summarizing; Content literacy; Specific subject areas (math; art; etc; Text types; text features; Literature; Selection criteria; Children's literature; Fiction; Nonfiction; Research methodology; Action research; teacher research; Strategies; methods; and materials; Informational text; Instructional strategies; teaching strategies; Learning strategies; Reading strategies; Supplementary resources; Writing strategies; Writing; Writing across the curriculum; Writing to learn; Childhood; Early adolescence; DISCIPLINARY LITERACY; DESIGN; ADOLESCENTS;

D O I：

10.1002/trtr.1351

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

According to recently published national standards, elementary students should engage in engineering design activities. This article outlines ways that teachers can use literacy instruction to support young students' engineering design activity, such as by selecting texts in which characters face problems that can be solved through engineering, providing students with opportunities to practice comprehension strategies while reading those texts, and modeling for them how to write a variety of texts that are relevant to engineers' practices. The authors describe how they integrated this type of literacy instruction into engineering units in third- and fifth-grade classrooms.

引用

页码：25 / 33

页数：9

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