| Preface |
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xiii | |
| Acknowledgments |
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xvii | |
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1 | (14) |
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1 | (2) |
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Disrupting Mythical Thinking |
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3 | (1) |
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Disrupting Myths about Teaching Reading: Getting Back to Basics |
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4 | (1) |
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Myth #1 Telling Readers to "Sound Out" Words They Get Stuck on is Helpful |
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5 | (1) |
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Beyond the Myth: Digging Deeply |
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6 | (1) |
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Critical Reading Framework |
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7 | (2) |
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How the Book Is Structured |
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9 | (1) |
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Resources for Critical Reading |
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10 | (1) |
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Professional Publications |
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11 | (1) |
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Children's and Adolescent Literature |
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12 | (3) |
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2 Disrupting Commonplace Knowledge |
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15 | (22) |
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17 | (3) |
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Setting up an Environment to Disrupt Common but Misguided Reading Practices |
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20 | (2) |
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Disrupting Commonplace Beliefs about Teaching Reading |
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22 | (1) |
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Myth #2 Children Need to Be Taught about Phonics in Order to Learn to Read |
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23 | (4) |
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Learning about Phonics through Reading Aloud |
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23 | (1) |
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Learning about Phonics through Writing |
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24 | (3) |
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Myth #3 Phonics Instruction is Based on Science |
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27 | (2) |
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Talking Back to the Pseudoscience |
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28 | (1) |
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Myth #4 Beginning Readers Need Explicit Training in Phonemic Awareness to Learn How to Read |
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29 | (2) |
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Voices from the Field: "Cops in the Head": Using Drama to Disrupt Commonplace Thinking. By Lisa Clause, Seventh-Grade Teacher |
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31 | (2) |
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Professional Publications |
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33 | (2) |
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Children's and Adolescent Literature |
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35 | (2) |
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3 Classroom Practices that Help Students Disrupt Commonplace Knowledge |
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37 | (22) |
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Critical Reading Practice #1 Reads with and Against Texts |
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37 | (3) |
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Critical Reading Practice #2 Knows How a Text Is Positioning Readers |
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40 | (2) |
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Critical Reading Practice #3 Understands How Language and Social Realities Shape Our Lives |
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42 | (3) |
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Critical Reading Practice #4 Can Produce a Countertext |
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45 | (3) |
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Disrupting Commonplace Knowledge and the Arts |
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48 | (2) |
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Disrupting Commonplace Knowledge and Technology |
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50 | (2) |
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Disrupting Commonplace Knowledge and Working with Parents |
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52 | (1) |
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Keeping the Conversation Going: Complicating the Taken for Granted-Unpacking Common Sense |
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53 | (2) |
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Professional Publications |
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55 | (1) |
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Children's and Adolescent Literature |
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56 | (3) |
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4 Interrogating Multiple Perspectives |
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59 | (20) |
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61 | (1) |
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Setting up an Environment to Interrogate Multiple Perspectives |
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62 | (1) |
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Interrogating Multiple Perspectives about Teaching Reading |
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63 | (1) |
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Myth #5 Commercial Reading Programs Provide the Best Materials and Instructional Approaches for Teaching Reading |
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63 | (6) |
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Learning Literacy through Trade Books |
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65 | (2) |
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Learning to Read through Environmental Print and Student-Authored Texts |
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67 | (1) |
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The Role of Culturally Relevant Materials |
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67 | (2) |
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Myth #6 New Vocabulary Words Are Best Learned through Direct Instruction |
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69 | (2) |
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Voices from the Field: A Different Thanksgiving Story. By Stevie B. Frank, Fifth-Grade Teacher |
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71 | (4) |
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Professional Publications |
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75 | (1) |
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Children's and Adolescent Literature |
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76 | (3) |
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5 Classroom Practices that Help Readers Interrogate Multiple Perspectives |
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79 | (20) |
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Critical Reading Practice #1 Generates Alternate Perspectives on Texts |
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81 | (1) |
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Critical Reading Practice #2 Digs Deeply by Examining Competing Narratives |
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82 | (1) |
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Critical Reading Practice #3 Shows Evidence of Growth through Changing Perspectives |
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83 | (4) |
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Multiple Perspectives and the Arts |
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87 | (2) |
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Multiple Perspectives and Technology |
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89 | (1) |
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Multiple Perspectives and Working with Parents |
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90 | (2) |
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Keeping the Conversation Going: What We Mean by Reading Comprehension in the Age of Critical Literacy |
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92 | (3) |
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Professional Publications |
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95 | (1) |
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Children's and Adolescent Literature |
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96 | (3) |
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6 Focusing on Sociopolitical Issues |
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99 | (20) |
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Digging Deeply: Who Can Be a Hero? |
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101 | (2) |
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Setting Up an Environment to Highlight Sociopolitical Issues |
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103 | (3) |
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Sociopolitical Issues Related to Teaching Reading |
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104 | (2) |
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Myth #7 Fluency Means Reading with Efficiency and Ease |
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106 | (2) |
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Does Guided Oral Reading Support Fluency? |
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107 | (1) |
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Myth #8 It is Not Appropriate for Children to Read or Talk about Difficult Social Issues |
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108 | (5) |
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109 | (1) |
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How Can Real World Issues Be Used More Productively in the Curriculum? |
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110 | (3) |
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Voices from the Field: Disrupting the Sociopolitics of School: Who Is in Charge? By Carolyn Clarke, Principal |
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113 | (2) |
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Professional Publications |
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115 | (2) |
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Children's and Adolescent Literature |
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117 | (2) |
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7 Classroom Practices that Help Students Focus on Sociopolitical Issues |
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119 | (18) |
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Critical Reading Practice #1 Understands that No Text Is Neutral |
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121 | (1) |
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Critical Reading Practice #2 Analyzes Text in Terms of Whose Voices Are Heard and Whose Are Absent |
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122 | (3) |
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Examining Other Types of Texts |
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124 | (1) |
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Critical Reading Practice #3 Researches a Variety of Issues in Texts |
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125 | (2) |
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Sociopolitical Issues and the Arts |
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127 | (2) |
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Sociopolitical Issues and Technology |
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129 | (1) |
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Sociopolitical Issues and Working with Parents |
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130 | (1) |
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Keeping the Conversation Going: Unpacking Critical Thinking in an Era of Critical Literacy |
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131 | (2) |
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Professional Publications |
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133 | (2) |
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Children's and Adolescent Literature |
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135 | (2) |
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8 Taking Action to Promote Social Justice |
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137 | (20) |
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Digging Deeply: Recognizing Different Types of Social Action |
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139 | (1) |
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Setting up an Environment to Highlight Taking Action |
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140 | (1) |
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Taking Action on Teaching Reading |
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141 | (1) |
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Myth #9 Comprehension Consists of Understanding the Author's Message |
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141 | (3) |
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Myth #10 There is a Level Playing Field for All Children Learning to Read |
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144 | (7) |
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144 | (2) |
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146 | (1) |
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146 | (1) |
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Redesign: Taking Action for Equity |
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147 | (4) |
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Voices from the Field: Taking Action to Restore Recess. By Stephanie Jackson, Parent |
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151 | (3) |
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Professional Publications |
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154 | (1) |
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Children's and Adolescent Literature |
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155 | (2) |
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9 Classroom Practices that Support Taking Social Action |
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157 | (22) |
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Critical Reading Practice #1 Takes Action by Changing the Way We Communicate with Others |
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159 | (3) |
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Critical Reading Practice #2 Envisions Social Change through Redesign |
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162 | (3) |
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Critical Reading Practice #3 Initiates Social Action to Bring About Change |
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165 | (3) |
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Social Action and the Arts |
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168 | (2) |
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Social Action and Technology |
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170 | (2) |
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Social Action and Working with Parents |
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172 | (1) |
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Keeping the Conversation Going: Unpacking Citizenship from a Critical Literacy Perspective |
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173 | (3) |
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Professional Publications |
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176 | (1) |
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Children's and Adolescent Literature |
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177 | (2) |
| About the Authors |
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179 | (2) |
| Index |
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181 | |
