ERIC Number: ED376435
Record Type: Non-Journal
Publication Date: 1994-Nov
Reference Count: N/A
Arranging Multi-Text Reading Experiences That Expand the Reader's Role. Technical Report No. 604.
Hartman, Jeanette A.; Hartman, Douglas K.
Elementary school students learn in school to stay within the boundaries of a single text, but students should be encouraged to read beyond a single text. A "single-passage paradigm" pervades school-based reading instruction, research, and assessment. Four scaffolding issues can promote a variety of stimulating approaches for reading across texts while providing a flexible framework: (1) type of texts that can be used; (2) ways to arrange texts; (3) activities to enhance students' encounters with multiple texts; and (4) the products, artifacts, or outcomes that students construct for representing their understandings of texts. These issues can help plan and orchestrate activities that reflect a much larger vision of reading than that circumscribed by "local" (single-passage) reading. Accompanying this larger vision of reading is an expanded conception of readers. Classrooms become places where students' reading of one text leads to another and another, back and forth across history and across languages and culture. (Contains 37 references and a figure illustrating the four decision-making questions. Contains a 62-item list of children's book references and a 34-item annotated listing of resources for locating linguistic and nonlinguistic texts (books, periodicals, software, audio materials, video/film, music and photographs). (RS)
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: Center for the Study of Reading, Urbana, IL.