To speak or remain silent: an examination of two English teachers’ styles of leading whole-class discussion

Reynolds, Todd; Townsend, Bethany J.

doi:10.1080/04250494.2018.1509672

Cited by 3 publications

(1 citation statement)

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“…suggested that teachers have varying degrees of knowledge about teaching reading, and high school level teachers are typically trained to teach content, not the process of reading. Whole class novels (Reynolds & Townsend, 2018), book clubs (Tijms et al, 2018), and the use of choice books (Sande et al, 2022) as instructional strategies are implemented inconsistently from classroom to classroom, and data from participants suggests that teachers did not agree on the importance or implementation of any of these models of instruction. Participants were concerned that there is no clearly defined or adopted approach to the teaching of vocabulary at the Pine Tree school.…”

Section: Teaching Of Reading At Pine Tree High Schoolmentioning

confidence: 99%

What teachers say about teaching reading at the high school level: an action research study

Ambrose

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The velvet steamroller, an excellent critical friend, and dissertation chair. I have learned that "no one of us is as smart as all of us" (Blanchard, 2022), and your encouragement, support, and guidance have made this paper a reality. Dr. Conn. Your meaningful feedback has made a significant difference in my work and life. Dr. Ross Greene-mentor, friend, confidant, and leader. I vow to keep helping all kids to do well. John Wortmann-advisor and guide. Thank you for teaching me that true leadership is coaching. Diana Rooney, Phyllis Kennedy, and all the staff. You held down the fort when I needed to focus. Ray Grogan. Others should be so lucky to have a friend like you. Dr. Robert Dawson. Your edits were a gift. Thank you. Dr. Mark McDonough. Thank you for being the third reader, and for encouraging me to enroll in this program. 4 DedicationThis paper is dedicated to Camille O. Beane (Grammie). Her lifetime commitment to ensuring that children learn to read continues to inspire all who knew her. We miss you and love you eternally.

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Section: Teaching Of Reading At Pine Tree High Schoolmentioning

confidence: 99%

What teachers say about teaching reading at the high school level: an action research study

Ambrose

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What trends in contemporary literary studies have to offer English education

Rainey,

Storm,

Morales

2023

English in Education

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Learning to Read Literature Amidst the Science of Reading

Kellogg

2024

Advances in Early Childhood and K-12 Education

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Lately there has been a renewed push to base educational policy and curriculum around the “science of reading.” The theories of reading that undergird this movement have intermittently been updated, but nevertheless they are inadequate for guiding the teaching of literature. Because these theories tend to focus on meaning at the word level, they overlook text-based challenges. Additionally, they give insufficient priority to many reader-based factors such as background knowledge and strategy use. This chapter explores these shortcomings and how they obscure the ways that successful readers of literature make use of prior knowledge, affective involvement, and literature-specific reading strategies in order to overcome the special challenges presented by literary text and construct textual meaning. Implications for classroom teaching are discussed.

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To speak or remain silent: an examination of two English teachers’ styles of leading whole-class discussion

Cited by 3 publications

References 19 publications

What teachers say about teaching reading at the high school level: an action research study

What teachers say about teaching reading at the high school level: an action research study

What trends in contemporary literary studies have to offer English education

Learning to Read Literature Amidst the Science of Reading

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