Teaching Readers (Not Reading)
Moving Beyond Skills and Strategies to Reader-Focused Instruction
Published on 20. November 2021
190 pages
978-1-4625-4864-4 (ISBN)
Description
Classroom teachers, literacy specialists and coaches, and staff developers in grades K-8; teacher educators and students. May serve as a supplemental text in advanced undergraduate- and graduate-level courses.
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Other editions
Additional editions
Peter Afflerbach
Teaching Readers (Not Reading)
Moving Beyond Skills and Strategies to Reader-Focused Instruction
Book
03/2022
1st Edition
Guilford Press
€34.00
Shipment within 15-20 days
Person
Peter Afflerbach, PhD, is Professor of Education at the University of Maryland, College Park. His research interests include individual differences in reading, reading comprehension, and reading assessment. Dr. Afflerbach has served on National Academy of Education and National Academy of Sciences committees related to literacy and is a member of the 2025 Reading Framework Committee of the National Assessment of Educational Progress. He was elected to the International Literacy Association's Reading Hall of Fame in 2009, and he is a Fellow of the American Educational Research Association. Dr. Afflerbach has published in numerous theoretical and practical journals. Prior to his university career, he served as a Chapter 1 remedial reading teacher and as a middle school reading and writing teacher.
Content
Introduction
I. Teaching Reading or Teaching Readers?: Moving Beyond a Focus on Strategies and Skills
1. Why Teaching Readers Is Different from Teaching Reading
2. Experiencing Cognition, Affect, and Conation in Our Reading
3. Critical Concepts: Definitions and Descriptions
4. Teaching Readers: A History of Knowing Better Than We Are Doing
5. Testing, the Media, and the "Science of Reading"
II. Teaching Readers: Examining the Factors That Influence Reading Development and Reading Achievement
6. Introduction to the "Other" Factors That Matter in Students' Reading Development and Achievement
7. Metacognition, Executive Functioning, and Mindfulness
8. Self-Efficacy
9. Motivation and Engagement
10. Attributions and Growth Mindsets
11. Epistemology and Epistemic Beliefs
12. Conclusions
Appendix. Healthy Readers Profile
References
Index
I. Teaching Reading or Teaching Readers?: Moving Beyond a Focus on Strategies and Skills
1. Why Teaching Readers Is Different from Teaching Reading
2. Experiencing Cognition, Affect, and Conation in Our Reading
3. Critical Concepts: Definitions and Descriptions
4. Teaching Readers: A History of Knowing Better Than We Are Doing
5. Testing, the Media, and the "Science of Reading"
II. Teaching Readers: Examining the Factors That Influence Reading Development and Reading Achievement
6. Introduction to the "Other" Factors That Matter in Students' Reading Development and Achievement
7. Metacognition, Executive Functioning, and Mindfulness
8. Self-Efficacy
9. Motivation and Engagement
10. Attributions and Growth Mindsets
11. Epistemology and Epistemic Beliefs
12. Conclusions
Appendix. Healthy Readers Profile
References
Index
