1st Edition

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

Edited By Richard J. Meyer, Kathryn F. Whitmore Copyright 2011
    320 Pages
    by Routledge

    336 Pages
    by Routledge

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    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.


    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




    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.