Items related to Reading and Teaching (Reflective Teaching and the Social...
Synopsis
Reading and Teaching raises questions and provides a context for preservice and practicing teachers to understand and to reflect on the complex issues surrounding the teaching of reading in the schools. It presents real teachers in their classrooms, dialogues about that teaching, and exercises for further clarification. The purpose is to help teachers make informed choices about their teaching of reading. The text considers the different types of decisions teachers might make in the teaching of reading and the knowledge upon which they rely in making those decisions--not simply factual information about using certain materials and methods to teach reading, but also knowledge about the mind, the political climate, the broader social and cultural circumstances of their students and schools and the communities in which they teach.
Reading and Teaching is designed to engage teachers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Readers are encouraged to interact with the text and to develop their own perspective on the teaching of reading. This is the fifth volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series.
*Part I includes four real-life cases of teachers' experiences in the classroom: Teaching Reading Via Direct Systematic Instruction; A New Teacher Learns About Teaching Reading and Culture; A Teacher-Constructed Whole Language Program; and CriticalLiteracy in an Urban Middle School. Each case is followed by space for readers to write their own reactions and reflections, educators' dialogue about the case, space for readers' reactions to the educators' dialogue, and a summary and additional questions.
*Part II presents three public arguments representing different views about the teaching of reading: direct instruction, whole language, and critical literacy.
*Part III offers the authors' own interpretations of the issues raised throughout the text and some suggestions for further reflection. A list of resources is provided.
This text is pertinent for all prospective and practicing teachers at any stage in their teaching careers. It can be used in any undergraduate or graduate course that addresses the teaching of reading.
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Review
"This book is a wonderful resource for teachers to read together and discuss....The real-life scenarios alongside thoughtful conversations are certain to inspire rich and productive thinking." Networks, An On-line Journal for Teacher Research, Winter 2007
About the Author
Richard Meyer taught young children for almost 20 years before returning to school at the University of Arizona to earn a doctorate in reading in the Department of Language, Reading, & Culture. His research interests include young children’s literacy development, teachers learning to teach reading, inquiry, critical literacy, and the political contexts in which teachers teach. He has taught young children in the inner city and rural areas, and prefers doing research with children, their teachers, and their families. Presently, he is a professor in the department of Language, Literacy & Sociocultural Studies, where he teaches courses in reading process, practice, and research. He also co-directs the High Desert Writing Project, part of the National Writing Project.Maryann Manning was a classroom teacher in Nebraska before teaching at the University of Nebraska and then at the University of Alabama at Birmingham. She teaches graduate courses in reading and writing and is active in literacy professional development for elementary schools in the southeast. Maryann has authored or co-authored many books and articles in the area of reading and writing. For many years she has been the Teaching K-8 reading and writing editor. She is active in numerous literacy professional organizations including NCTE, CELT, and IRA, and she is currently a member of the IRA board of directors.
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