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A Look at Reading Research
from NCTE INBOX 6-12
-12 

In celebration of NCTE's 100th birthday, the editors of Language Arts invited three prominent scholars in the field of literacy, Ken Goodman and Yetta Goodman, from the University of Arizona, and Bess Altwerger, from Towson University, to discuss important issues including the history of reading theory, the evolution of reading, the importance of constructivism, progressive education, and whole language. Read more in their article, "Conversation Currents: The Best of Times, the Worst of Times?" or listen to their podcast (available as a free subscription through iTunes!). Read more about some of the topics and strategies they mention in their interview:

The May 2011 issue of Talking Points has several articles on kidwatching, including "Preservice Teachers as Kidwatchers: Learning to Observe and Document How Children Read" and "Kidwatching with a Critical Eye: The Power of Observation and Reflexive Practice."

The November 2011 issue of Research in the Teaching of English, themed "100 Years of Research," includes the article "Reflections on Making the Progressive Vision a Reality: Commentary on 'A Journey through Nine Decades of NCTE-Published Research in Elementary Literacy.'" In it, the authors reviewed elementary-level research in NCTE's journals. They found both continuities across decades as well as clear and important social and cultural shifts that influenced theory, methods, and practice in the field.

"Remembering Critical Lessons in Early Literacy Research: A Transactional Perspective," an article co-written by Yetta Goodman, synthesizes the vast body of literature about how young children develop literacy and is organized around critical lessons from early literacy research that delineate a transactional perspective on early literacy development.

Jerome Harste in "What Do We Mean by Literacy Now?" shares his thoughts about literacy informed by insights into "multiple literacies" and "literacy as social practice." He states that a good ELA program for the twenty-first century continues to be composed of three components -- meaning-making, language study, and inquiry-based learning.

The authors of "Reframing the Reading Process through EMMA (Eye Movement and Miscue Analysis)" look at EMMA as a way to help preservice and inservice teachers transition from a more traditional view of reading to one of reading as meaning-making.

 

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