Author Description

"Inviting teachers back to the role of reflective advocates for thoughtful reading instruction, this book presents theory and pedagogical possibilities to reclaim and build upon the knowledge base that was growing when government mandates, scripted commercial programs, and high stakes tests took over as the dominant agenda for reading instruction in U.S. public schools. It examines how the teaching of reading can be reclaimed via an intensive reconsideration of five pillars as central to the teaching and learning of reading: learning, teaching, curriculum, language, and sociocultural contexts. Explaining what happens in readers' minds as they read, and how teachers can design practices to support that process, Reclaiming Reading offers the knowledge base for taking good reading instruction out of the cracks and placing it back at the center of the classroom, informing and encouraging teachers to the stance of reflective, knowledgeable, professional decision-makers"-- Provided by publisher.