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ERIC Number: ED461098
Record Type: Non-Journal
Publication Date: 1998
Pages: 584
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8141-3675-3
Practicing What We Know: Informed Reading Instruction.
Weaver, Constance, Ed.
Offering 33 essays that represent the best in current reading instruction, this book offers detailed insight into key issues and topics in the teaching of reading, including phonics and word skills, reading strategies, miscue analysis, the use of literature, cultural and linguistic diversity, and the needs of special populations. After an introduction ("Literacy Education as a Political Act" by Diane Stephens), essays in section 1, Teaching Phonics and Word Skills, are the following: (1) "Phonics and the Politics of Reading Instruction" (Leah Brumer); (2) "Whole-to-Parts Phonics Instruction" (Margaret Moustafa); (3) "Learning about Phonics in a Whole Language Classroom" (Penny A. Freppon and Karin L. Dahl); (4) "Kindergarteners Talk about Print: Phonemic Awareness in Meaningful Contexts" (Donald J. Richgels, Karla J. Poremba, and Lea M. McGee); (5) "Why Talk about Phonics?" (Regie Routman and Andrea Butler); (6) "Learning Phonics while Sharing and Responding to Literature" (Debbie Powell and David Hornsby); and (7) "Looking for Patterns: Phonics Activities That Help Children Notice How Words Work" (Patricia Cunningham). Essays in section 2, Teaching Reading Strategies, are: (8) "A Sociopsycholinguistic Model of the Reading Process and Reading Strategy Instruction" (Yetta Goodman and Dorothy Watson); (9) "Teaching Strategies and Skills during Readers' Workshop: Setting the Stage for Successful Readers and Writers" (Pam Chomsky-Higgins); (10) "Developing Primary Voices" (Kathleen Visovatti); (11) "The Teaching of Reading Strategies" (Donna Maxim and Cora Lee Five); (12) "How Do I Actually Teach Reading Now That I Am Using Literature?" (Regie Routman and Andrea Butler); (13) "Authenticity as the Basis for Instruction" (Stephen B. Kucer); (14) "Teaching Reading Strategies in a 'Remedial' Reading Class" (Marie Dionisio); and (15) "Readers 'Fresh' from the Middle" (Linda R. Morrow). Essays in section 3, From Miscue Analysis to Revaluing and Assisting Readers, are the following: (16) "Miscue Analysis for Classroom Teachers: Some History and Some Procedures" (Yetta M. Goodman); (17) "Revaluing Readers while Readers Revalue Themselves: Retrospective Miscue Analysis" (Yetta M. Goodman); (18) "I Do Teach and the Kids Do Learn" (Wendy J. Hood); (19) "Taking Another Look at (Listen to) Shari" (Alan D. Flurkey); (20) "Listening to What Readers Tell Us" (Paul Crowley); and (21) "Reconceptualizing Reading and Dyslexia" (Constance Weaver). Essays in section 4, Teaching Literacy through Literature, are: (22) "Harnessing the Power of Language: First Graders' Literature Engagement with 'Owl Moon'" (Kathy Egawa); (23) "Bringing Children and Literature Together in the Elementary Classroom" (Karen Smith); and (24) "Book Club: An Alternative Framework for Reading Instruction" (Taffy E. Raphael and Susan I. McMahon). Essays in section 5, Working with Special Populations, are the following: (25) "Selected Reading-Writing Strategies for L. D. and Other At-Risk Students" (Regie Routman); (26) "Educating African American Learners at Risk: Finding a Better Way" (Dorothy S. Strickland); and (27) "Effective Literacy Practices for English Learners" (Yvonne S. Freeman and David E. Freeman). Essays in section 6, Providing Extra Help: In the Classroom and Beyond, are the following: (28) "Reading Express: Supporting Literacy in First-Grade Classrooms" (Kathryn Kinnucan-Welsch, Dodie Magill, Marie H. Dean, and Barbara Schmich); (29) "Becoming Readers and Writers over Time" (Jean W. Fennacy); (30) "Reading Recovery: Teaching Phonemic Awareness and Phonics in the Context of Strategies and Meaning" (Grace Vento-Zogby); (31) "From Reading Strategies to Strategies for Teaching in Tutorial and Small Group Situations" (Constance Weaver with Suki Stone); (32) "'I Could Read If I Just Had a Little Help': Facilitating Reading in Whole Language Contexts" (Janet Norris); and (33) "More on the Schools We Have versus the Schools We Need" (Richard L. Allington). (Some papers contain references.) (RS)
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Publication Type: Collected Works - General
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: National Council of Teachers of English, Urbana, IL.