Literacy at the Crossroads: Crucial Talk About Reading, Writing, and Other Teaching Dilemmas

Literacy at the Crossroads: Crucial Talk About Reading, Writing, and Other Teaching Dilemmas

by Regie Routman
     
 

By informing teachers about what's really happening in our schools, Routman opens up the educational dialogue and disproves some of the misconceptions that threaten good practice.See more details below

Overview

By informing teachers about what's really happening in our schools, Routman opens up the educational dialogue and disproves some of the misconceptions that threaten good practice.

Product Details

ISBN-13:
9780435072100
Publisher:
Heinemann
Publication date:
05/06/1996
Edition description:
New Edition
Pages:
222
Product dimensions:
6.00(w) x 9.00(h) x 0.49(d)
Age Range:
5 - 13 Years

Table of Contents

DEALING WITH THE POLITICS OF EDUCATION

Understanding the Backlash: What's Going on in Reading and Writing?

School Bashing: Do We Deserve the "Hits"?

Are Kids Poorer Readers Today?

Raising Our Goals for Teaching Reading

Are Kids Poorer Spellers Today?

The Controversy Over Phonics and Whole Language

Messages Parents Receive

Media Hype

Television's Prescriptive Point of View

Learning to Deal with the Media

What We Can Do to Get Our Messages Out

Lessons and Legacies from the Nineties: Learning from California and Other Places

California: Complex Issues Without Simple Solutions

Alief, Texas: Educators and Parents Learning to Work Together

Littleton, Colorado: A Conflict in Values and Beliefs

Fairfax County, Virginia: Innovation with Community Support

Whole Language: Rhetoric and Realities

Whole Language Hasn't Failed: We Have Failed Whole Language

What's Gone Wrong? Misinterpreting Whole Language

I'm Whole Language - I Don't Teach Phonics

Whole Language Teaching Requires More Support and Time to Evolve

Making Parents Part of the Process

What Does Whole Language Really Mean?

Defining Whole Language

Beliefs About Whole Language

Some Misconceptions of Whole Language

Some Key Principles and Practices of Whole Language

Whole Language at the University: An Excellent Model in Practice

Dissenting Voices in the Ranks

Reading Recovery Does Fit Under the Whole Language Umbrella

It's Not Necessary to Have Total Agreement to Have Unity

Becoming Political in Our Schools: The Need to Be Articulate, Astute, and Active

The Politics of Change

A Genuine Committee Process: Not Business as Usual

Lessons from Our Process of Change

Necessary Partnerships

BACK TO BASICS AND OTHER TEACHING DILEMMAS

Back to Basics: What Does It Mean?

Those Were the Good Old Days

Using Real Books and Paper and Pencil

Reviewing the Language-Learning Research of the Seventies

Understanding Language Learning by Looking at Ourselves

What We Can Do to Provide Good, Solid Reading Instruction

What We Can Do to Provide Good, Solid Writing Instruction

Reenvisioning "Back to Basics"

Phonics Phobia

Beyond "Sounding It Out"

What Does the Research Say About Phonics?

Commonsense Views About Phonics

The Push for Intensive Systematic Phonics: Why and How?

What We Can Do to Keep Phonics in Perspective

Spelling, Grammar, Handwriting, and Other "Questionable" Practices

Teaching the Skills

We Need to Do More Teaching

Sometimes, It's Okay to Tell Them

What's Happened to the Teaching of Spelling?

Putting Invented Spelling in Perspective

So, How Should I Teach Spelling?

Where Does Grammar Fit In?

We Still Need to Teach and Value Handwriting

Other Dilemmas

Using a Published Series: Pros and Cons

We Must Preserve Our Libraries

Teacher Education: Not Just the Job of the University

Changing Demographics

Standardized Testing and How to Deal with It

Still More Dilemmas

EMPOWERMENT FOR LIFE

What Happens When We Empower Students and Teachers

Choice with Intention

Seeing Evaluation Through a New Lens

What Makes a Good Teacher?

Leading the Literacy Life We Want Our Students to Lead

Inquiry and Change: Become a Teacher-Researcher

Cultivate Your Interests

Take Charge of Your Own Professional Development and Learning

Using Our Literate Selves as Models for Teaching

Envisioning Ourselves as Writers

Make Time for Reflection, Writing, and Action

APPENDIXES

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