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Reclaiming Reading

Teachers, Students, and Researchers Regaining Spaces for Thinking and Action

Edited by Richard J. Meyer, Kathryn F. Whitmore

Routledge – 2011 – 320 pages

Purchasing Options:

  • Add to CartPaperback: $54.95
    978-0-415-88810-3
    June 2nd 2011
  • Add to CartHardback: $170.00
    978-0-415-88809-7
    June 1st 2011

Description

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.

Contents

Preface

Chapter 1. Reclaiming Reading is a Political Act

Richard J. Meyer and Kathryn F. Whitmore

Pillar I: Reclaiming Learning

Chapter 2. Learning to Read: A Comprehensive Model

Kenneth S. Goodman and Yetta M. Goodman

Chapter 2 Extension. Goodman 2.0

Richard 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 Analysis

Carol Gilles and Debra Peters

Pillar II: Reclaiming Teaching

Chapter 4. Where Do We Go From Here?: From Miscues to Strategies

Dorothy Watson

Chapter 4 Extension. Conversations: From Miscues to Strategies

M. Ruth Davenport

Chapter 5. Deciding to Use Real Books: The Higher Power of Lucky

Renita Schmidt

Chapter 5 Extension. Real Books: Including LGBTQ Literature

Rose Casement

Chapter 6. Teaching Strategies that Revalue ELL Readers: Retrospective Miscue Analysis

Koomi Kim and Yetta M. Goodman

Chapter 6 Extension. Scaffolding Young Children to Value Themselves as Readers

Carol Lauritzen

Chapter 7. The Realities of Conferring with Young Adolescent Readers

Jennifer Wilson and Kristen Gillaspy

Chapter 7 Extension. Conferring with Elementary Readers

Allen Koshewa

Pillar III: Reclaiming Curriculum

Chapter 8. When an Old Technology (Storytelling) Meets a New One (Digital Photography): Changing the Face of Local Literacy Practices

Jane Baskwill

Chapter 8 Extension. Redefining What Counts as Literacy to Include Family and Community Resources

Corey Drake and Lori Norton-Meier

Chapter 9. Developing Intercultural Understandings through Global Children’s Literature

Kathy G. Short and Lisa Thomas

Chapter 9 Extension. Rethinking Cultural Authenticity in Global Literature: A Korean Example

Yoo Kyung Sung with Richard J. Meyer

Chapter 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 Texts

Kathryn Mitchell Pierce and Edward Kastner

Pillar IV: Reclaiming Language

Chapter 11. Visual Discourse Analysis: What’s Critical about Pictures, Anyway?

Peggy Albers

Chapter 11 Extension. Seamlessly Art

Jerome C. Harste

Chapter 12. Valuing Home Language to Support Young Bilingual Children’s Talk about Books

Jeanne Gilliam Fain and Robin Horn

Chapter 12 Extension. Reclaiming Language as a Community Text

Andrea García and Kathryn F. Whitmore

Chapter 13. Bilingual Books: Bridges to Literacy for Emergent Bilinguals

Yvonne Freeman, David Freeman, and Ann Ebe

Chapter 13 Extension. Emergent Bilingual Learners Engaging in Critical Discussions

Carmen Martínez-Roldán

Pillar V: Reclaiming Sociocultural Contexts

Chapter 14. Reclaiming Play: Reading Toys as Popular Media Texts

Karen Wohlwend and Pam Hubbard

Chapter 14 Extension. Reading Tags as Texts

Debbie Smith

Chapter 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 Production

Chuck Jurich and Richard J. Meyer

In Closing

Chapter 16. Reclaiming Joy: Spaces for Thinking and Action

Richard J. Meyer and Kathryn F. Whitmore

List of Contributors

Index

 

Author Bio

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.

Name: Reclaiming Reading: Teachers, Students, and Researchers Regaining Spaces for Thinking and Action (Paperback)Routledge 
Description: Edited by Richard J. Meyer, Kathryn F. Whitmore. 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...
Categories: English & Literacy/Language Arts, Language & Literacy