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Educators will find in this book an opportunity to examine the
multiple, dynamic identities of the students they instruct and to
consider the ways in which all teachers and students are shaped by
their social and cultural settings. The volume is the first to
examine theories of identity and elementary literacy practices by
presenting data in a teacher-friendly format. The chapters
highlight the influences of school and, to some extent, home
contexts on students' identities as readers and writers, and give
numerous implications for practice.
This book appears at a time when the crisis rhetoric about schools,
teaching, and learning to read is extremely high. There is a rising
call within the profession for a balanced perspective on reading.
"Balancing Principles for Teaching Elementary Reading" aspires to
help set the agenda for improving the quality of literacy
instruction in the United States--by recentering the debate from
"What's better, 'whole language' or 'phonics'?" to "What can we do
in reading instruction to prepare all children for the literacy
demands of the next century?"
The authors, all members of the professional community of reading
educators, work on a daily basis with teachers in classrooms,
prospective teachers, clinicians, and tutors. Their goal for this
book is to represent what they have learned about effective
teaching and learning as members of this community. It is written
with four purposes in mind:
* to offer a principled conception of reading and learning to read
that is considerate of both the personal dimensions of literacy
acquisition as well as the changes that are taking place in
society,
* to summarize key findings from the research that relate
specifically to effective teaching practices,
* to describe current practices in reading instruction with
specific comparisons to the principles of effective practice that
are identified, and
* to suggest an action agenda that is school-based and designed to
promote positive changes in the quality of instruction.
This text offers a perspective for teaching that provokes members
of the reading education community to think about their underlying
beliefs about teaching and their shared commitment to making
schools more effective for the students they serve. It is
envisioned as a resource to be used in building a community of
learners--to be read with professional colleagues in a course of
study, in a teacher-researcher book club, or in some type of
in-service setting. Readers are encouraged to debate the ideas
presented, to challenge the authors' conceptions with their own
reality, to make sense within a community about what action is
desirable. Some specific suggestions and strategies are provided as
springboards for further exploration and action.
This book appears at a time when the crisis rhetoric about schools,
teaching, and learning to read is extremely high. There is a rising
call within the profession for a balanced perspective on reading.
"Balancing Principles for Teaching Elementary Reading" aspires to
help set the agenda for improving the quality of literacy
instruction in the United States--by recentering the debate from
"What's better, 'whole language' or 'phonics'?" to "What can we do
in reading instruction to prepare all children for the literacy
demands of the next century?"
The authors, all members of the professional community of reading
educators, work on a daily basis with teachers in classrooms,
prospective teachers, clinicians, and tutors. Their goal for this
book is to represent what they have learned about effective
teaching and learning as members of this community. It is written
with four purposes in mind:
* to offer a principled conception of reading and learning to read
that is considerate of both the personal dimensions of literacy
acquisition as well as the changes that are taking place in
society,
* to summarize key findings from the research that relate
specifically to effective teaching practices,
* to describe current practices in reading instruction with
specific comparisons to the principles of effective practice that
are identified, and
* to suggest an action agenda that is school-based and designed to
promote positive changes in the quality of instruction.
This text offers a perspective for teaching that provokes members
of the reading education community to think about their underlying
beliefs about teaching and their shared commitment to making
schools more effective for the students they serve. It is
envisioned as a resource to be used in building a community of
learners--to be read with professional colleagues in a course of
study, in a teacher-researcher book club, or in some type of
in-service setting. Readers are encouraged to debate the ideas
presented, to challenge the authors' conceptions with their own
reality, to make sense within a community about what action is
desirable. Some specific suggestions and strategies are provided as
springboards for further exploration and action.
Educators will find in this book an opportunity to examine the
multiple, dynamic identities of the students they instruct and to
consider the ways in which all teachers and students are shaped by
their social and cultural settings. The volume is the first to
examine theories of identity and elementary literacy practices by
presenting data in a teacher-friendly format. The chapters
highlight the influences of school and, to some extent, home
contexts on students' identities as readers and writers, and give
numerous implications for practice. McCarthey collected data from
three sites in which teachers implemented writing workshop and
literature-based instruction in grades 3-6. This book focuses on
the students in these sites, who were from diverse cultural and
social backgrounds. By providing information about the contexts in
which students read and wrote, McCarthey demonstrates the power of
the teacher-student relationship, the importance of the classroom
curriculum, and the influence of parents and peers on students.
Published by International Reading Association
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