ERIC Number: ED434313
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
The Explicit Teaching of Reading.
Hancock, Joelie, Ed.
Exploring the explicit teaching of reading, this book is the result of a group of Australian teachers who took a closer look at their teaching so that they could be clearer to their kindergarten through middle-school students. Chapter 1 is based on a presentation at a Saturday inservice program on explicit teaching. Chapters 2-9 were written by teacher-researchers who give an account of the significant insights gained in their teaching experience; they each examine a different aspect of the reading program on explicit teaching. The chapters describe these different aspects. They include: (1) An Introduction to the Explicit Teaching of Reading (Lyn Wilkinson); (2) "It's Just a Different Answer": Exploring Point of View (Judy Smith); (3) Not Just Onions! Exploring Layers of Meaning in Texts (Lynda Matthews); (4) Building on Cultural Capital: Linking Home and School Literacies with Popular Texts (Lyn Shepherd); (5) Explicit Processes and Strategies Using Literature Circles (Sally Ahang); (6) What's Happening in Your Reading Program? (Kerry Gehling); (7) The Aim Is Metacognition: For Teachers as Well as Students (Meredith Edwards); (8) Explicitly Teaching the Reading of Nonfiction Texts (Jay Marshall); and (9) But What Do We Make Explicit? (Betty Weeks). (Contains an afterword by Hancock [Reflections on a Teacher Research Group: A Leap Forward], references at the end of each chapter, and an index.) (SC)
Descriptors: Elementary Education, Foreign Countries, Inservice Teacher Education, Instructional Improvement, Metacognition, Program Effectiveness, Reading Instruction, Self Evaluation (Individuals), Workshops
Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($22.95). Tel: 800-336-7323 (Toll Free).
Publication Type: Collected Works - General; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: International Reading Association, Newark, DE.