Reading and teaching / Richard J. Meyer, Maryann Manning

Includes bibliographical references (p. 179-185) and indexes

Part I:Case Studies and Reactions.-- Teaching Reading Via Direct Systematic Instruction (Penny).-- A New Teacher Learns About Teaching Reading and Culture (Sylvia).-- A Teacher-Constructed Whole Language Program (Kendra).-- Critical Literacy in an Urban Middle School (Janesse).-- Part II:Public Arguments: Three Views of the Reading Process and Instruction.-- Teachers of Reading as Decision-Makers.-- Direction Instruction View of the Reading Process and Instruction.-- Whole Language View of the Reading Process and Instruction.-- Critical Literacy View of the Reading Process and Instruction.-- Afterthoughts on the Three Views.-- Part III:A Final Argument, and Some Suggestions and Resources for Further Reflection.-- Decision-Making and Teacher Development. Teachers Face Dilemmas and Make Decisions.-- Considerations for Reading and Teaching.-- Some Suggestions. Conclusion. References/Resources.

"Reading and Teaching raises questions and provides a context for preservice and practicing teachers to understand and to reflect on the complex issues surrounding the teaching of reading in schools. It presents real teachers in their classrooms, dialogues about that teaching, and exercises for further clarification. The purpose is to help teachers make informed choices about their teaching of reading. The text considers die different types of decisions teachers might make in die teaching of reading and die knowledge upon which they rely in making diose decisions - not simply factual information about using certain materials and methods to teach reading, but also knowledge about die mind, the political climate, the broader social and cultural circumstances of their students and schools, and the communities in which they teach."--Jacket.