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Informationen zum Autor 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. Klappentext 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. Zusammenfassung This book examines how the teaching of reading can be reclaimed from government mandates, scripted commercial programs, and high stakes tests via intensive reconsideration of learning, teaching, curriculum, language, and sociocultural contexts. Inhaltsverzeichnis 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
