Instructional Models in Reading / Edition 1

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This book started with a simple idea — examine models of reading instruction that have emerged during the past 20 years. These models span a wide range of instruction representing a continuum from highly structured, task analytic instruction to child-centered and holistic instruction. Each model has its own epistemology or views on how "reading" and "instruction" are to be defined. The different epistemologies indicate different principles of instruction which, in turn, indicate different practices in the classroom. Each model is also supported by a different research base. In this volume, leading proponents of these different models discuss their ideas about reading instruction thereby encouraging readers to make their own comparisons and contrasts.

The chapter authors seem to adopt the editors' eclectic approach—to some greater or lesser extent—incorporating aspects of other models into their instruction as they see other goals. Thus, models of reading instruction are complex. Complicating matters further is the fact that teachers hold their own models of reading, which may or may not be congruent with those discussed here. Although academically developed models influence college preservice and in-service instruction, teachers' own models of reading filter the information that they take from what they learn from these perspectives. By carefully examining these variables, this book makes a firm contribution toward disciplined inquiry into what it means to teach reading.

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Product Details

  • ISBN-13: 9780805822861
  • Publisher: Taylor & Francis
  • Publication date: 12/1/1996
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 400
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.82 (d)

Table of Contents

Contents: Preface. S.A. Stahl, Instructional Models in Reading: An Introduction. D.A. Hayes, Models of Professional Practice in Teacher Thinking. E.J. Kameenui, D.C. Simmoms, D. Chard, S. Dickson, Direct-Instruction Reading. B. Rosenshine, C. Meister, Cognitive Strategy Instruction in Reading. N.A. Madden, R.E. Slavin, B.A. Wasik, L.J. Dolan, Reading, Writing, and Language Arts in Success for All. R.W. Gaskins, I.W. Gaskins, Creating Readers Who Read for Meaning and Love to Read: The Benchmark School Reading Program. A.F. Klein, P.R. Kelly, G.S. Pinnell, Teaching from Theory: Decision Making in Reading Recovery. K.H. Au, A Sociocultural Model of Reading Instruction: The Kamehameha Elementary Education Program. J.F. O'Flahavan, B.L. Seidl, Fostering Literate Communities in School: A Case for Sociocultural Approaches to Reading Instruction. L. Gunderson, Whole-Language Approaches to Reading and Writing. L.D. Labbo, W.H. Teale, An Emergent-Literacy Perspective on Reading Instruction in Kindergarten. C.C. Pappas, Reading Instruction in an Integrated Language Perspective: Collaborative Interaction in Classroom Curriculum Genres. L. Galda, S. Guice, Response-Based Reading Instruction in the Elementary Grades. M.A. Faust, Beyond Individual Response: Toward a Dialogical Approach to Literature Instruction. G.G. Duffy, Powerful Models or Powerful Teachers? An Argument for Teacher-as-Entrepreneur.

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