000			02210cam a22003614a 4500
001			16571810
003			BD-DhUL
005			20201118105728.0
008			101208s2011 nyua b 001 0 eng
010			_a 2010050085
020			_a9780415888097 (hardback)
020			_a0415888093 (hardback)
020			_a9780415888103 (paperback)
020			_a0415888107 (paperback)
020			_a9780203832660 (ebook)
020			_a0203832663 (ebook)
035			_a(OCoLC)ocn651914310
040			_aDLC _cDLC _dYDX _dBTCTA _dYDXCP _dBWX _dUV0 _dSOI _dCDX _dDLC _dBD-DhUL
042			_apcc
043			_an-us---
082	0	0	_a372.40973 _222 _bREC
245	0	0	_aReclaiming reading : _bteachers, students, and researchers regaining spaces for thinking and action / _cedited by Richard J. Meyer and Kathryn F. Whitmore.
260			_aNew York : _bRoutledge, _c2011.
300			_axiii, 304 p. : _bill. ; _c23 cm.
365			_aUS$ _b46.04
504			_aIncludes bibliographical references and index.
520			_a"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.
650		0	_aReading _zUnited States.
650		0	_aReflective teaching _zUnited States.
700	1		_aMeyer, Richard J., _d1949-
700	1		_aWhitmore, Kathryn F., _d1959-
942			_2ddc _cBK
999			_c78586 _d78586