Reclaiming Reading Teachers, Students, and Researchers Regaining Spaces for Thinking and Action
Heftet /
2011
/ Engelsk
Produktdetaljer
ISBN
9780415888103
Publisert
2011-06-02
Utgiver
Vendor
Routledge
Vekt
590 gr
Høyde
229 mm
Bredde
152 mm
Aldersnivå
U, G, 05, 01
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
320
Biographical note
Richard J. Meyer is Professor, University of New Mexico, College of Education, Department of Language, Literacy, and Sociocultural Studies.
Kathryn F. Whitmore is Professor, The University of Iowa, College of Education Language, Literacy, and Culture Program.
Inviting teachers back to the role of reflective advocates for thoughtful reading instruction, this book presents theory and pedagogical possibilities to reclaim and build upon the knowledge base that was growing when government mandates, scripted commercial programs, and high stakes tests took over as the dominant agenda for reading instruction in U.S. public schools. Focusing on literacy learners’ and their teachers’ lives as literate souls, it examines how the teaching of reading can be reclaimed via an intensive reconsideration of five pillars as central to the teaching and learning of reading: learning, teaching, curriculum, language, and sociocultural contexts. Reclaiming Reading articulates the knowledge base that was marginalized or disrupted by legislated and policy intrusions into classrooms and provides practical examples for taking good reading instruction out of the cracks and moving it back to the center of the classroom. Explaining what happens in readers’ minds as they read and how teachers can design practices to support that process, this book encourages teachers to initiate pedagogy that will help them begin or return to the stance of reflective, knowledgeable, professional decision-makers.
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This book examines how the teaching of reading can be reclaimed from government mandates, scripted commercial programs, and high stakes tests via intensive reconsideration of learning, teaching, curriculum, language, and sociocultural contexts.
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PrefaceChapter 1. Reclaiming Reading is a Political ActRichard J. Meyer and Kathryn F. WhitmorePillar I: Reclaiming Learning Chapter 2. Learning to Read: A Comprehensive Model Kenneth S. Goodman and Yetta M. GoodmanChapter 2 Extension. Goodman 2.0Richard J. Meyer and Bess Altwerger Chapter 3. Revaluing Readers and Reading: Learning from the "Mighty Readers" Prisca Martens and Michelle Doyle Chapter 3 Extension. Extending and Expanding Retrospective Miscue AnalysisCarol Gilles and Debra Peters Pillar II: Reclaiming TeachingChapter 4. Where Do We Go From Here?: From Miscues to StrategiesDorothy WatsonChapter 4 Extension. Conversations: From Miscues to StrategiesM. Ruth DavenportChapter 5. Deciding to Use Real Books: The Higher Power of LuckyRenita SchmidtChapter 5 Extension. Real Books: Including LGBTQ LiteratureRose Casement Chapter 6. Teaching Strategies that Revalue ELL Readers: Retrospective Miscue Analysis Koomi Kim and Yetta M. GoodmanChapter 6 Extension. Scaffolding Young Children to Value Themselves as ReadersCarol Lauritzen Chapter 7. The Realities of Conferring with Young Adolescent Readers Jennifer Wilson and Kristen Gillaspy Chapter 7 Extension. Conferring with Elementary ReadersAllen KoshewaPillar III: Reclaiming CurriculumChapter 8. When an Old Technology (Storytelling) Meets a New One (Digital Photography): Changing the Face of Local Literacy PracticesJane Baskwill Chapter 8 Extension. Redefining What Counts as Literacy to Include Family and Community ResourcesCorey Drake and Lori Norton-MeierChapter 9. Developing Intercultural Understandings through Global Children’s Literature Kathy G. Short and Lisa ThomasChapter 9 Extension. Rethinking Cultural Authenticity in Global Literature: A Korean ExampleYoo Kyung Sung with Richard J. MeyerChapter 10. Invitations: Tools for Thought and Action Katie Van Sluys and Tasha Tropp Laman Chapter 10 Extension. Reading the World through Moodles and Wordles and Digital TextsKathryn Mitchell Pierce and Edward KastnerPillar IV: Reclaiming LanguageChapter 11. Visual Discourse Analysis: What’s Critical about Pictures, Anyway? Peggy AlbersChapter 11 Extension. Seamlessly ArtJerome C. Harste Chapter 12. Valuing Home Language to Support Young Bilingual Children’s Talk about BooksJeanne Gilliam Fain and Robin HornChapter 12 Extension. Reclaiming Language as a Community TextAndrea García and Kathryn F. WhitmoreChapter 13. Bilingual Books: Bridges to Literacy for Emergent BilingualsYvonne Freeman, David Freeman, and Ann EbeChapter 13 Extension. Emergent Bilingual Learners Engaging in Critical DiscussionsCarmen Martínez-Roldán Pillar V: Reclaiming Sociocultural ContextsChapter 14. Reclaiming Play: Reading Toys as Popular Media TextsKaren Wohlwend and Pam Hubbard Chapter 14 Extension. Reading Tags as TextsDebbie SmithChapter 15. Critical Literacy Goes Digital: Exploring Intersections between Critical Literacies and New Technologies with Young Children Vivian Vasquez and Carol Felderman Chapter 15 Extension. The Reading-Writing Connection in Video ProductionChuck Jurich and Richard J. MeyerIn ClosingChapter 16. Reclaiming Joy: Spaces for Thinking and ActionRichard J. Meyer and Kathryn F. WhitmoreList of ContributorsIndex
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Produktdetaljer
ISBN
9780415888103
Publisert
2011-06-02
Utgiver
Vendor
Routledge
Vekt
590 gr
Høyde
229 mm
Bredde
152 mm
Aldersnivå
U, G, 05, 01
Språk
Product language
Engelsk
Format
Product format
Heftet
Antall sider
320
Biographical note
Richard J. Meyer is Professor, University of New Mexico, College of Education, Department of Language, Literacy, and Sociocultural Studies.
Kathryn F. Whitmore is Professor, The University of Iowa, College of Education Language, Literacy, and Culture Program.