Teaching K-8 Reading: Disrupting 10 Literacy Myths / Edition 1
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Taylor & Francis
Teaching K-8 Reading: Disrupting 10 Literacy Myths / Edition 1

Teaching K-8 Reading: Disrupting 10 Literacy Myths / Edition 1

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Accessible and engaging, this methods textbook provides a roadmap for improving reading instruction. Leland, Lewison, and Harste explain why certain ineffective or debunked literacy techniques prevail in the classroom, identify the problematic assumptions that underly these popular myths, and offer better alternatives for literacy reaching. Grounded in a mantra that promotes critical thinking and agency- Enjoy! Dig Deeply! Take Action!-this book presents a clear framework, methods, and easy applications for designing and implementing effective literacy instruction. Numerous teaching strategies, classroom examples, teacher vignettes, and: recommendations for using children's and adolescent literature found in this book make it an ideal text for preservice teachers in elementary and middle school reading, and English language arts methods courses as well as a practical resource for professional in-service workshops and teachers. Key features include: Instructional engagements for supporting students as they read picture books, chapter books, and news articles, and interact with social media and participate in the arts and everyday life; Voices from the field that challenge mythical thinking and offer realworld examples of what effective reading and language arts instruction looks like in practice; Owl statements that alert readers to key ideas for use when planning reading and, language arts instruction.

Product Details

ISBN-13: 9780367335953
Publisher: Taylor & Francis
Publication date: 07/18/2020
Pages: 218
Product dimensions: 7.00(w) x 10.00(h) x (d)

About the Author

Christine H. Leland is Professor Emerita of Literacy, Culture, and Language Education at Indiana University-Purdue University, Indianapolis, USA.

Mitzi Lewison is Professor of Literacy, Culture, and Language Education at Indiana University, Bloomington, USA.

Jerome C. Harste is Distinguished Professor Emeritus of Language, Literacy, and Culture at Indiana University, Bloomington, USA.

Table of Contents

Preface xiii

Acknowledgments xvii

1 Introduction 1

Meet Our Mantra 1

Disrupting Mythical Thinking 3

Disrupting Myths about Teaching Reading:

Getting Back to Basics 4

Myth #1 Telling Readers to "Sound Out" Words

They Get Stuck on is Helpful 5

Beyond the Myth: Digging Deeply 6

Critical Reading Framework 7

How the Book Is Structured 9

Resources for Critical Reading 10

Professional Publications 11

Children's and Adolescent Literature 12

2 Disrupting Commonplace Knowledge 15

Digging Deeply 17

Setting up an Environment to Disrupt Common but Misguided

Reading Practices 20

Disrupting Commonplace Beliefs about Teaching Reading 22

Myth #2 Children Need to Be Taught about Phonics in Order to Learn to Read 23

Learning about Phonics through Reading Aloud 23

Learning about Phonics through Writing 24

Myth #3 Phonics Instruction is Based on Science 27

Talking Back to the Pseudoscience 28

Myth #4 Beginning Readers Need Explicit Training in Phonemic Awareness to Learn How to Read 29

Voices from the Field: "Cops in the Head": Using Drama to Disrupt Commonplace Thinking. By Lisa Clause, Seventh-Grade Teacher 31

Professional Publications 33

Children's and Adolescent Literature 35

3 Classroom Practices that Help Students Disrupt Commonplace Knowledge 37

Critical Reading Practice #1 Reads with and Against Texts 37

Critical Reading Practice #2 Knows How a Text Is Positioning Readers 40

Critical Reading Practice #3 Understands How Language and Social Realities Shape Our Lives 42

Critical Reading Practice #4 Can Produce a Countertext 45

Disrupting Commonplace Knowledge and the Arts 48

Disrupting Commonplace Knowledge and Technology 50

Disrupting Commonplace Knowledge and Working with Parents 52

Keeping the Conversation Going: Complicating the Taken for Granted-Unpacking Common Sense 53

Professional Publications 55

Children's and Adolescent Literature 56

4 Interrogating Multiple Perspectives 59

Digging Deeply 61

Setting up an Environment to Interrogate Multiple Perspectives 62

Interrogating Multiple Perspectives about Teaching Reading 63

Myth #5 Commercial Reading Programs Provide the Best

Materials and Instructional Approaches for Teaching Reading 63

Learning Literacy through Trade Books 65

Learning to Read through Environmental Print and Student-Authored Texts 67

The Role of Culturally Relevant Materials 67

Myth #6 New Vocabulary Words Are Best Learned through Direct Instruction 69

Voices from the Field: A Different Thanksgiving Story Stevie B. Frank, Fifth-Grade Teacher 71

Professional Publications 75

Children's and Adolescent Literature 76

5 Classroom Practices that Help Readers Interrogate Multiple Perspectives 79

Critical Reading Practice #1 Generates Alternate Perspectives on Texts 81

Critical Reading Practice #2 Digs Deeply by Examining Competing Narratives 82

Critical Reading Practice #3 Shows Evidence of Growth through Changing Perspectives 83

Multiple Perspectives and the Arts 87

Multiple Perspectives and Technology 89

Multiple Perspectives and Working with Parents 90

Keeping the Conversation Going: What We Mean by Reading Comprehension in the Age of Critical Literacy 92

Professional Publications 95

Children's and Adolescent Literature 96

6 Focusing on Sociopolitical Issues 99

Digging Deeply: Who Can Be a Hero? 101

Setting Up an Environment to Highlight Sociopolitical Issues 103

Sociopolitical Issues Related to Teaching Reading 104

Myth #7 Fluency Means Reading with Efficiency and Ease 106

Does Guided Oral Reading Support fluency? 107

Myth #8 It is Not Appropriate for Children to Read or Talk about Difficult Social Issues 108

Teachers as Censors 109

How Can Real World Issues Be Used More Productively in the Curriculum? 110

Voices from the Field: Disrupting the Sociopolitics of School: Who Is in Charge? By Carolyn Clarke, Principal 113

Professional Publications 115

Children's and Adolescent Literature 117

7 Classroom Practices that Help Students Focus on Sociopolitical Issues 119

Critical Reading Practice #1 Understands that No Text Is Neutral 121

Critical Reading Practice #2 Analyzes Text in Terms of Whose Voices Are Heard and Whose Are Absent 122

Examining Other Types of Texts 124

Critical Reading Practice #3 Researches a Variety of Issues in Texts 125

Sociopolitical Issues and the Arts 127

Sociopolitical Issues and Technology 129

Sociopolitical Issues and Working with Parents 130

Keeping the Conversation Going: Unpacking Critical Thinking in an Era of Critical Literacy 131

Professional Publications 133

Children's and Adolescent Literature 135

8 Taking Action to Promote Social Justice 137

Digging Deeply: Recognizing Different Types of Social Action 139

Setting up an Environment to Highlight Taking Action Taking Action on Teaching Reading 141

Myth #9 Comprehension Consists of Understanding the Author's Message 141

Myth #10 There is a Level Playing Field for All Children Learning to Head 144

Access 144

Power 146

Diversity 146

Redesign: Taking Action for Equity 147

Voices from the Field: Taking Action to Restore Recess. By Stephanie Jackson, Parent 151

Professional Publications 154

Children's and Adolescent Literature 155

9 Classroom Practices that Support Taking Social Action 157

Critical Reading Practice #1 Takes Action by Changing the Way We Communicate with Others 159

Critical Reading Practice #2 Envisions Social Change through Redesign 162

Critical Reading Practice #3 Initiates Social Action to Bring About Change 165

Social Action and the Arts 168

Social Action and Technology 170

Social Action and Working with Parents 172

Keeping the Conversation Going: Unpacking Citizenship from a Critical Literacy Perspective 173

Professional Publications 176

Children's and Adolescent Literature 177

About the Authors 179

Index 181

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