Understanding Reading Development

Understanding Reading Development

by Colin Harrison
     
 

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ISBN-10: 0761942505

ISBN-13: 9780761942504

Pub. Date: 01/31/2004

Publisher: SAGE Publications

Harrison (literacy studies in education, University of Nottingham, UK) explains how to understand reading processes and what it means to develop reading comprehension. Within a wide-ranging theoretical framework, he makes new connections between work in critical theory, cognitive psychology, and literacy, discussing reading development in the primary and secondary

Overview

Harrison (literacy studies in education, University of Nottingham, UK) explains how to understand reading processes and what it means to develop reading comprehension. Within a wide-ranging theoretical framework, he makes new connections between work in critical theory, cognitive psychology, and literacy, discussing reading development in the primary and secondary school, the evaluation of reading, and the whole-school approach to developing reading. The book will interest teachers, literacy coordinators, and students in master's and doctoral programs with a reading or literacy focus. Annotation ©2004 Book News, Inc., Portland, OR

Product Details

ISBN-13:
9780761942504
Publisher:
SAGE Publications
Publication date:
01/31/2004
Pages:
216
Product dimensions:
6.14(w) x 9.21(h) x (d)

Table of Contents

Acknowledgmentsix
The authorxi
1Reading reading1
'What?', 'how?' and 'why?'1
Why is reading so important?3
The need for historical, psychological and literary perspectives on reading8
Proposition 1Writing began because of the need to read for information9
Proposition 2We have a moral duty to read12
Proposition 3All books are hypertexts14
Proposition 4We need to rethink reading comprehension and reading assessment17
Proposition 5All important restrictions aimed at reducing the risk of 'Bovarysme' should be permanently lifted19
More on moral purpose22
Why do we read and why is reading so important?24
2What does research tell us about the reading process and the early stages of reading development?26
Understanding why there are so many battles over reading research26
Understanding the reading process: the importance of rapid, automatic, context-free word recognition35
Understanding the 'interactive-compensatory' nature of the reading process36
Why we need neither 10,000 flash-cards in a big tin box nor 'death by phonics'37
Understanding the importance of learning to behave like a reader38
Understanding beginning reading: phonology, analogy, pedagogy39
How should teachers support children in becoming good readers?49
3Understanding understanding: how we learn from texts50
Introduction50
What do we know about comprehension?50
The elusiveness of reading comprehension52
The importance of memory in understanding comprehension53
'Top-down' models of comprehension: story grammars, scripts and schemas56
Propositional models of text processing65
Latent semantic analysis75
4Developing reading comprehension--what we have learned from research82
Introduction82
The need for multiple perspectives83
The need to work on vocabulary development86
Comprehension development--what we have learned from research into cognition89
Developing comprehension across the curriculum97
DARTs--how to prepare the text and how to set up the small-group activity101
A final word105
5Literacy development in the primary classroom: fun, phonics, fluency, fantasy and developing reading for meaning106
Introduction106
Fun first and fast107
Phonics--the work continues112
Fluency113
The magic of fantasy115
Reading for meaning--how DARTs can help117
DARTs with younger readers120
Bringing it all together: teaching principles for reading development in the primary school125
A final word126
6Case studies of reading development at secondary level128
Introduction128
How to set up DARTs--modelling reading behaviour128
Dealing with challenging students and inconsiderate texts136
What makes a good reader? Leaving space for readers to set their own goals and to make text-to-life connections140
7Developing critical literacy: text, discourse and the collaborative construction of meaning152
Introduction152
Critical literacy and media studies155
The promise of multiliteracies157
Coda162
8Evaluating response to reading: can there be such a thing as postmodern assessment?163
Introduction163
A postmodern view of assessment167
The implications of the implications: the crucial importance of portfolio-based assessment171
Computer-based assessment and the need for intelligent adaptive online assessment173
Conclusions175
9A whole-school approach to developing reading: policy, staff development and evaluation176
Introduction176
What research says about teacher development and literacy development176
Change takes time181
How digital video can offer new opportunities for professional development184
Coda188
References189
Index196

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