This CIERA sponsored book is based on the premise that high-quality texts of all kinds are essential to good teaching in elementary classrooms. Experts on a variety of text-related topics were asked to summarize existing research and then apply it to literacy development in an "ideal" classroom. The most comprehensive and up-to-date book in its field, it moves progressively from an examination of discrete literacy processes and forms to a holistic overview and assessment of the classroom literacy environment. Content coverage in this outstanding new book includes:
*Literacy Processes--Part I examines basic reading processes (instruction, comprehension, word recognition, fluency, and motivation) as they relate to text features.
*Forms of Texts--Part II examines the wide variety of text types (fiction, nonfiction, leveled, local, and electronic) that comprise an effective classroom literacy program. Discussions include the nature of these texts, their qualities and quantities, how they fit into an instructional plan, and how a teacher might assess their effectiveness.
*Text Selection--Part III examines special issues (linguistic diversity and teachers as censors) related to the selection of classroom texts.
*Personal Applications--The final, hands-on chapter synthesizes the book's ideas and offers practical tools (checklists and inventories) whereby teachers can self-assess the literacy environment of their own classrooms.
This book is suitable for anyone (graduate students, in-service reading specialists and curriculum directors, college faculty, and researchers) who deal directly with issues of classroom literacy.
Table of Contents
Contents: Preface. Part I: Basic Processes and Text Features. V. Purcell-Gates, N.K. Duke, Texts in the Teaching and Learning of Reading. J.W. Cunningham, D.A. Koppenhaver, K.A. Erickson, S.A. Spadorcia, Word Identification and Text Characteristics. S.A. Stahl, K.A.D. Stahl, From Brown Bear to Paddington Bear: The Role of Text in the Development of Fluency. S.G. Paris, R.D. Carpenter, Children's Motivation to Read. Part II: Considering the Forms of Texts in Classrooms. S. Keehn, M.G. Martinez, W.H. Teale, Choosing Fiction to Support Young Children's Literacy Development. J.V. Hoffman, N.L. Roser, M. Sailors, Leveled Texts for Beginning Readers: A Primer, a Test, and a Quest. N.K. Duke, C. Tower, Nonfiction Texts for Young Readers. B. Maloch, J.V. Hoffman, E.U. Patterson, Local Texts: Reading and Writing "of the Classroom." M.L. Kamil, H.S. Kim, D. Lane, Electronic Text in the Classroom. Part III: Some Issues Surrounding Text Selection. G.E. García, E.B. Bauer, The Selection and Use of English Texts With Young English Language Learners. N. Roser, Heavy (and Heavy-Handed) Issues Surrounding Book Selection. Part IV: Assessing the Text Environment. J.V. Hoffman, M. Sailors, Studying the Literacy Environment and Literacy Practices as the Basis for Critical Reflection and Change.
" 'The Texts in Elementary Classrooms' spotlights the essential role texts play in children's literacy development. This book provides vreadth and depth to issues surrounding texts, allowing readers to focus on aspects of texts that support, rather than hinder, students' orchestration of reading and creation of meaning....contributes to the field in its ability to make implicit aspects of text explicit."
—Journal of Literacy Research