Building Literacy Through Classroom Discussion: Research-Based Strategies for Developing Critical Readers and Thoughtful Writers in Middle School

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  • ISBN13 : 9780439616508
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Listed Under: Language Arts

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“An eminently practical and readable book. It brings teachers into a world of practice that is deeply grounded in theory and the belief that children are intelligent beings who have something to say.” —Carol R. Rodgers, Assistant Professor of Education, University at Albany, State University of New York

“Adler and Rougle do a terrific job of synthesizing current theory and research and explaining it in vivid, accessible language. They further provide a wide array of practical ideas that teachers can use to promote discussions both in daily classrooms and in the broader curricular conversations that give meaning to each day’s activities. I wish I’d had this book when I began my career as a high school English teacher.” —Peter Smagorinsky, Professor of Secondary English Education, University of Georgia

“Research on reading and literature instruction at the National Research Center on English Learning and Achievement has recently documented the important potential of whole class discussion—the open exchange of ideas—in teaching literature and reading in the English Language Arts. Mary Adler and Eija Rougle, who helped conduct this research, have written this invaluable guide for teachers that not only closely examines the link between discussion and reading but shows them, step by step, how to organize their teaching. In a policy climate where the stakes of literacy learning have never been higher, teachers, principals, and educators dare not miss Building Literacy Through Classroom Discussion—it is an essential book.” —Martin Nystrand, Professor of English, University of Wisconsin-Madison


1 Review

  1. Johanna B. Shogan says:
    Posted September 16, 2009 at 12:00 am | Permalink

    Mary Adler and Eija Rougle’s Building Literacy through Classroom Discussion: Research-Based Strategies for Developing Critical Readers and Thoughtful Writers in Middle School (2005) is an essential in-hand tool for teachers of students with inquiring minds (in other words pre-K through college and graduate school!).

    This text offers actual insights into middle school teachers’ classrooms, with examples from student thought as the thinking becomes overt in uncovering what students are actually learning and are inherently curious about. There are models of comprehension tools like Reader’s Marks, developed by a teacher who participated in the 2000-2001 research project of Judith Langer, Arthur Applebee, and Martin Nystrand through the Center on English Learning and Achievement housed at the University at Albany, New York.

    Perhaps the most genuine gift of the text is that it shows teachers and their coaches believing the students into the thinkers, readers, writers, and literate minds that they are becoming with actual real world texts and strategies and tools.

    The text has proven itself as a meaty substance for rich professional discussions. It also can serve as a text that individual teachers can dip into again and again for reinforcement of a strategy and the “why” and the “how” of scaffolding student thinking. I encourage you to examine the complexity of such a seemingly simple topic as seating arrangement as you build your own literate classrooms. Always, always, always, reflect, and please let Dr. Mary Adler and Dr. Eija Rougle know the new heights to which you bring your students. It is an awesome height!

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