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Conference Proceeding

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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.


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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