Rethinking Middle School Reading Instruction: A Basic Literacy Activity

Autor/inn/en	Blanton, William E.; Wood, Karen D.; Taylor, D. Bruce
Titel	Rethinking Middle School Reading Instruction: A Basic Literacy Activity
Quelle	In: Reading Psychology, 28 (2007) 1, S.75-95 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
Schlagwörter	Reading Instruction; Educational Strategies; Middle Schools; Reading Research; Teaching Methods; Reading Failure; Models; Active Learning; Reading Processes; Cognitive Processes; Reading Comprehension; Internet; Educational Technology; Games + Suchen Sie Ihr Suchwort? Leseunterricht; Lehrstrategie; Middle school; Mittelschule; Mittelstufenschule; Leseforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Reading disability; Reading weakness; Leseschwäche; Analogiemodell; Aktives Lernen; Leseprozess; Cognitive process; Kognitiver Prozess; Leseverstehen; Unterrichtsmedien; Game; Spiel; Spiele
Abstract	Research on subject matter instruction across the 20th century (e.g., Stevens, 1912; Bellack, 1966; Hoetker & Ahlbrand; 1969; Gall, 1970; Langer, 1999; Mehan, 1979; Nystrand, 1997;) reveals a preponderance of teacher-directed lecture, recitation, and round-robin reading of text in place of instruction that focuses on reading-to-learn, thinking, and transforming information into meaning and understanding (Durkin, 1978-79; Langer, 1999; Blanton & Moorman, 1990; Wood & Muth, 1991). This kind of instruction persists despite the fact that observations of higher performing schools indicated the tendency to organize instruction around meaningful learning communities with extensive interactive discussion of material read (Langer, 1999; Myers, 1996; Wenglinsky, 2000; 2004). The purpose of this essay is twofold: (a) to argue that a great deal of reading instruction fails to meet the multiple and complex literacy needs of most middle school students, and (b) to propose a new orientation for thinking about middle school reading instruction. We begin with a discussion of research findings on classroom reading instruction, followed by an exploration of issues central to the problem. Then we propose what we have titled the basic literacy activity, a conceptual tool for thinking about and arranging middle school reading instruction. We end with an overview of selected instructional strategies that exemplify the characteristics of basic literacy activity. (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10