Suggesting that the common classroom practice of literature instruction is antitheoretical and counterproductive, this paper elaborates theories of reading processes, discusses children's responses to literature, and proposes suggestions for classroom use. The first section of the paper outlines what literature instruction is expected to…

Paints a portrait of a students' varied experiences with literature, and explains how the teacher brings the reading process to a conscious level with students and parents to help them appreciate readers' strengths. Intertwines several case studies of students and their awareness (or lack of awareness) of their own reading strategies. (RS)

Intended for elementary teachers, reading specialists, curriculum directors, and teacher trainers, this book provides readers with conceptual and theoretical insights and compelling accounts of classroom practice. The book argues that teaching and learning work best when they occur within a community of learners. The book provides interpretations…

This empirically-based model depicts the interactive, constructivist process of reading and three classes of variables that influence reading. Teacher variables include presentation, instructional intervention, instructional climate, and behavior management. Text variables include text language, relevance, organization, story structures, and…

Notes that varying the conceptual models of the relationship between reading and writing processes, as parallel, interactive, or transactional, has influenced instructional practices. (JC)

Although writing and reading instruction can be integrated regardless of the reading program materials used, teachers need a greater understanding of the similarities and differences in reading and writing processes, as well as knowledge of ways in which instruction can be merged, before integration can take place. Both reading and writing are…

With important implications for all language arts teachers, grades kindergarten through 12, this book is about what one teacher and her eighth grade students learned together as collaborating writers and readers. It is also a book about adolescents themselves: how they learn, what they believe and value, and what others can learn from and about…

Focusing on future directions for English and reading research, the papers presented in this book examine the complex interplay of skills, processes, and classroom conditions that influence the development of children's competence in reading, writing, and the language arts. The titles and authors of the essays are as follows: (1) "Reading and…