Learning to Read in American Schools
Basic Readers and Content Texts
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Learning to Read in American Schools examines critical research that offers direct implications for the design and/or evaluation of text materials used in our schools today. In so doing, it addresses issues regarding the quality of text materials, and contains specific recommendations for the improvement of reading comprehension and instruction. Timely, clearly written, and jargon-free, this text is an essential handbook for school administrators, reading specialists, teachers in professional development programs, trainers of teachers, and curriculum developers. It should have a profound impact on how reading is taught in American schools.
Table of Contents
Contents: I. Beck, Developing Comprehension: The Impact of the Directed Reading Lesson. P.D. Pearson, Guided Reading: A Response to Isabel Beck. D. Durkin, Do Basal Manuals Teach Reading Comprehension? R. Farr, Reaction to "Do Basal Manuals Teach Reading Comprehension?" J. Osborn, The Purposes, Uses, and Contents of Workbooks and Some Guidelines for Publishers. P.M. Cunningham, What Would Make Workbooks Worthwhile? A. Davison, Readability -- Appraising Text Difficulty. W.H. MacGinitie, Readability as a Solution Adds to the Problem. B. Bruce, A New Point of View on Children's Stories. G.M. Green, On the Appropriateness of Adaptations in Primary-Level Basal Readers: Reaction to Remarks by Bertram Bruce. T.H. Anderson, B.B. Armbruster, Content Area Textbooks. H.L. Herber, Subject Matter Texts -- Reading to Learn: Response to a Paper by Thomas H. Anderson and Bonnie B. Armbruster. T.P. Pietras, Cultural Variation and Textbook Publication Vis a Vis Jelly Beans and Designer Genes. R.C. Anderson, Role of the Reader's Schema in Comprehension, Learning, and Memory. J.D. Bransford, Schema Activation and Schema Acquisition: Comments on Richard C. Anderson's Remarks. B.B. Armbruster, A.L. Brown, Learning From Reading: The Role of Metacognition. D.S. Strickland, Summary Discussion. R.J. Tierney, A Synthesis of Research on the Use of Instructional Text: Some Implications for the Educational Publishing Industry in Reading.
"...a unique volume...We recommend it highly, and feel that it is a valuable tool for teachers, administrators, and teacher educators, as well as for the commercial publishers for whom it was originally intended."
—Journal of Reading Behavior