"Literature-based reading instruction: Problems, possibilities & polem" by James v. Hoffman, Sarah J. McCarthy et al.
 

Document Type

Conference Proceeding

Publication Date

1996

Abstract

Concerns are being raised in both professional literature as well as in the popular press regarding certain aspects of the literature-based movement. Here we report on findings from a longitudinal study of a group of first -grade teachers who have been attempting (with varying degrees of success)to introduce literature-based teaching strategies into their classrooms. We inspect the experiences of these teachers in relation to four areas of concern that have been raised regarding literature-based teaching: 1. skills instruction; 2.guided reading strategies; 3. literature selection;and 4. thematic teaching (or curriculum integration). We describe classroom practices and the 9 problems and possibilities associated with teacher change in each of the four areas.

Comments

Hoffman, J.V., McCarthey, S.J., Elliott, B., Price, D., Bayles, D., Ferree, A., & Rehders, S, Abbott, J. (1996). Literature-based reading instruction: Problems, possibilities & polemics in the struggle to change. In K.A. Hinchman, D.J. Leu, and C.K. Kinzer (Eds.), Forty-fifth Yearbook of the National Reading Conference. Chicago, IL: National Reading Conference. (Also published as Reading Research Report 1996-#67, National Reading Research Center, Athens, GA: Universities of Georgia and Maryland).


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