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Type of bind: Paperback
Dewey Decimal Number: 428.40712
EAN num: 9780787950453
ISBN number: 0787950459
Label: Jossey-Bass
Manufacturer: Jossey-Bass
Quantity: 1
Page Count: 232
Printing Date: 1999-12
Publishing house: Jossey-Bass
Sale Popularity Level: 78124
Studio: Jossey-Bass
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Published in Partnership with WestEd
'A breath of fresh air! After reminding us that any teacher who puts a book in front of a student is a reading teacher, the authors give us a teacher-tested reading course for middle and high school students. They avoid the baloney in the present reading debates by paying attention to actual students. What they propose is an apprenticeship in using a tool kit for problem solving in reading. The tool kit itself is a combination of cognitive and social dimensions embedded in subjects. And, lo and behold, they can point to actual results.'--Miles Myers, former executive director, National Council of Teachers of English
'Reading for Understanding should be in the hands of teachers, principals, superintAndents, curriculum coordinators, school board members, state educational leaders, university professors, and teachers in training. Engaging, to the point, and grounded in research, this book shares current work in progress, possible stumbling blocks, ideas to overcome them, and specific strategies with detailed examples. Most middle and high school teachers have little or no 'teaching reading' training. It is not too late and this book is a great start.'--Judy Cunningham, principal, South Lake Middle School, Irvine, California
Easy to follow and filled with examples of student work and classroom lessons, Reading for Understanding offers a successful approach to helping students improve their literacy across all subject areas. It shows how to create classroom 'reading apprenticeships' to help students build reading comprehension skills and relate what they read to a larger knowledge base. It also discusses the strategies and support systems needed to implement and evaluate reading apprenticeship programs throughout the school. The authors describe a program in which an entire freshman class in one urban high school increased its average reading scores by more than two years. Piloted in San Francisco, the groundbreaking Academic Literacy program proved that it was not too late for teachers and students to work together in boosting literacy, engagement, and achievement.
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Reading For Understanding: A Guide To Improving Reading In Middle And High School Classrooms is the collaborative effort of classroom teachers and education researchers Ruth Schoenbach, Cynthia Greenleaf, Christine Cziko, and Lori Hurwitz. Part One explains the reading apprenticeship approach in which a teacher serves as master reader to the student apprentice. Part Two describes how the reading apprenticeship approach has been put into practice. Part Three discusses ideas for professional development and helping teachers become aware of their won reading skills, acquire a better understanding of the struggles students are experiencing with reading, and prepare for the role of master reader to student apprentice readers. Reading For Understanding is informative, thought-provoking, insightful, and practical reading for student teachers and has much of value for even experienced classroom instructors.
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(taken from a short review I wrote elsewhere) I measure my appreciation for most books by my need to annotate them, to converse with or argue against the authors in the margins. By this, and many other measures, Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms, written by CATENetters Ruth Schoenbach, Cynthia Greenleaf, Christine Cziko, and Lori Hurwitz, is a remarkable book, one I think can help us all do our work better which is to say to help students do their work better. The book succeeds on several important levels: its summarizes research in concise but useful ways; it describes then illustrates the different reading skills and strategies it emphasizes, all of which are anchored in real classrooms in an urban high school; it provides a professional development component for schools or departments interested in implementing their own reading apprenticeship or academic literacy program; and, finally, it
provides a concise but useful appendix that includes the readings and overview of the Academic Literacy class the book studies in great detail. They do all this in 180 pages with huge margins for taking plenty of notes. This book comes to me at the end of my sabbatical during which I have spent much of my time trying to learn about these very issues; oh if only I had read this book four months ago! Instead I just read it now and will return from my sabbatical with a proposal that my school, which is facing the very same challenges they describe in this book, look to this book as a model for what we can and should accomplish with our own students. As a classroom teacher, I really want to thank the authors for writing this book.We got glimpses of it through an article in California English some time back, but now it is just becoming available as a book.
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