ABSTRACT

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.

part I|48 pages

Reclaiming Learning

chapter 2|23 pages

Learning to Read

A Comprehensive Model

chapter Chapter 2|5 pages

Extension

Goodman 2.0

chapter 3|14 pages

Revaluing Readers and Reading

Learning from the “Mighty Readers”

chapter Chapter 3|4 pages

Extension

Extending and Expanding Retrospective Miscue Analysis

part II|66 pages

Reclaiming Teaching

chapter 4|11 pages

Where Do We Go from Here?

From Miscues to Strategies

chapter Chapter 4|4 pages

Extension

Conversations: From Miscues to Strategies

chapter 5|12 pages

Deciding to use Real Books

The Higher Power of Lucky

chapter Chapter 5|5 pages

Extension

Real Books: Including LGBTQ Literature

chapter 6|12 pages

Teaching Strategies that Revalue Ell Readers

Retrospective Miscue Analysis

chapter Chapter 6|3 pages

Extension

Scaffolding Young Children to Value Themselves as Readers

chapter Chapter 7|4 pages

Extension

Conferring with Elementary Readers

part III|53 pages

Reclaiming Curriculum

chapter 8|12 pages

When an Old Technology (Storytelling) Meets a New One (Digital Photography)

Changing the Face of Local Literacy Practices

chapter Chapter 8|4 pages

Extension

Redefining What Counts as Literacy to Include Family and Community Resources

chapter Chapter 9|4 pages

Extension

Rethinking Cultural Authenticity in Global Literature: A Korean Example

chapter 10|13 pages

Invitations

Tools for Thought and Action

chapter Chapter 10|4 pages

Extension

Reading the World through Moodles and Wordles and Digital Texts

part IV|54 pages

Reclaiming Language

chapter 11|18 pages

Visual Discourse Analysis

What's Critical about Pictures, Anyway?

chapter Chapter 11|4 pages

Extension

Seamlessly Art

chapter Chapter 12|5 pages

Extension

Reclaiming Language as a Community Text

chapter 13|12 pages

Bilingual Books

Bridges to Literacy for Emergent Bilinguals

chapter Chapter 13|3 pages

Extension

Emergent Bilingual Learners Engaging in Critical Discussions

part V|38 pages

Reclaiming Sociocultural Contexts

chapter 14|15 pages

Reclaiming Play

Reading Toys as Popular Media Texts

chapter Chapter 14|4 pages

Extension

Reading Tags as Texts

chapter 15|13 pages

Critical Literacy Goes Digital

Exploring Intersections between Critical Literacies and New Technologies with Young Children

chapter Chapter 15|4 pages

Extension

The Reading–Writing Connection in Video Production

part |12 pages

In Closing

chapter 16|10 pages

Reclaiming Joy

Spaces for Thinking and Action