but i dont teach reading- an annotated bibliography focusing o

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Language Arts Journal of Michigan

Volume 20Issue 2 Reading Maers

Article 14

1-1-2004

"But I Don't Teach Reading": An annotatedBibliography Focusing on Helping Educators of all

Subjects Teach ReadingMichelle DevereauxKennesaw State University, GA

Amanda OoKennesaw State University, GA

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Recommended CitationDevereaux, Michelle and Oo, Amanda (2004) ""But I Don't Teach Reading": An annotated Bibliography Focusing on HelpingEducators of all Subjects Teach Reading,"Language Arts Journal of Michigan: Vol. 20: Iss. 2, Article 14.

Available at: hp://dx.doi.org/10.9707/2168-149X.1235
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But I Don t Teach Reading :n annotated BibliographyFocusing on HelpingEducators of all Subjects

Teach ReadingMichelle Devereaux and Amanda OttoKennesaw State University G

I teach high school students. They knowhow to read. Unfortunately, this bel ief is a commonmisconception shared by many secondary teachers.We assume by the time teens reach us, they can read.While most can read words, a good number do notcomprehend well, especially when confronted withinformational texts. Compounding this problem is thefact many students who read well, particularly boys,choose not to read. Another misconception aboutteaching reading in secondary schools usually comesfrom content area teachers: I teach one subject, notreading. Unfortunately, this fallacy began becausemany content area teachers are not prepared to teachstudents how to read textbooks.

Whether we teach math, science, socialstudies or English/language arts, we all havestruggling readers and non-readers. We cannot giveup on them. Despite grade, content area, or abilitylevel, all students need instruction in becomingproficient readers.

In this annotated bibliography, teachers of alldisciplines will find useful information includinglesson plans, graphic organizers, approaches toassessment, discussion circles, reading lists thatmotivate students, and classroom management tools.Anecdotes from experienced teachers and researchersshed light on classroom problems and show teachersthey are not alone in fostering life-long literacy.

ifelong iteracyAllen, Janet. It sNever oo Late: LeadingAdolescents to Lifelong Literacy Portsmouth, NH:Heinemann, 1995.This book is a must for every teacher who strives tocreate a literate environment. Allen shares herstruggles and triumphs and lays out successful stepsfor creating better readers. The appendix includesresearch methodologies, surveys, assessments, andinterview surveys which are all copy-friendly andeasily transferable across grade levels.

Baker, Tanya N., Julie Dube, and Jeffrey D.Wilhelm. Strategic Reading: Guiding Students toLifelong Literacy 6-12. Portsmouth, NH:Heinemann, 2001.This text focuses on middle and high school Englishstudents and how teachers can effectively teachreading. Filled with pre-reading, during reading, andpost-reading ideas, Strategic Reading offers helpfullessons to assist English teachers in teachingcomprehension and fostering reading enjoyment.Based on the theories ofVygotsky and Hilcocks, thistext gives step-by-step instructions and helpfulmodels for the classroom.

Beers, Kylene and Barbara G. Samuels. Into Focus:Understanding and Creating Middle School ReadersNorwood: Christopher- Gordon, 1998.0Comprised of twenty-two essays by teachers andprofessors, this informative book is divided by fivethemes: 1 middle school students, 2) responding totexts, 3)comprehension, 4)materials, and 5) teachers.Though many of the essays are geared toward middleschool students, secondary teachers will frod thisbook useful n creating thematic units and literaturediscussions. t also offers ideas for joumaling.

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Serafmi, Frank and Cyndi Giorgis. Reading loudand Beyond: Fostering the Intellectual Life withOlder Readers. Portsmouth: Heinemann, 2003.Serafini and Giorgis show that reading aloud tostudents is as essential for secondary students as it isfor elementary students. Concise chapters, dividedinto two parts, explain read aloud procedures. Part Iclarifies how to choose texts, how to relate texts withother curriculum areas, and how to generatediscussions. Part II is packed with during reading and

p o s t ~ r e d i n g discussion and activity ideas, as well asideas for assessment. For teachers unfamiliar oruncomfortable with using read alouds at the highschool level, Chapter 12 provides a ten-step processto becoming more skilled with using read alouds asinstructional tools.Content rea ClassroomAlverman, DonnaA Content Reading and Literacy:Succeeding in Today sDiverse Classrooms.Needham Heights: Viacom, 1998.While all content area teachers will find this textuseful in teaching reading for specific subjects,teachers o diverse populations will find morevaluable information. A chapter dedicated tolanguage, diversity, and culture, along with subtopicsin all chapters dealing with these issues help prepareteachers for the challenges they face in diverseclassrooms. Though this text focuses on ideas ratherthan definite strategies, appendices offer a detailed listo read aloud books for all subject areas.Burke, Jim. Illuminating Texts: How to TeachStudents to Read the World. Portsmouth, NH:Heinemann, 200 I.Students today have more than books to read andcomprehend. Now they have the Internet and variousforms o video and media. This book demonstrateshow to teach these new 21st century "texts" withclassroom assignments and questions, handouts readyfor copying, etc. Each chapter focuses on one o the

aforementioned topics and delves into how and whyEnglish teachers need to be aware o these multigeured texts. Whether one reads three pages or theentire book, all teachers can take something from thisbook to use in their English classroom.

Daniels, Harvey and Steven Zemelman. SubjectsMatter: Every Teacher sGuide t Content-AreaReading. Portsmouth: Heineman, 2004.Emphasizing the importance o educating all contentarea teachers in promoting lifelong literacy, Danielsand Zemelman give over twenty practical classroomactivities for specific subject areas. Two main focuseso the book are what the authors consider as mainreading problems in the secondary subject fields:students reading the wrong material, and students notunderstanding what they read. To fix these problems,cognitive strategies that promote comprehension areprovided. Teachers can find ideas that range frombook clubs and independent reading to crosscurricular units within this text.

Gunning, Thomas G Building Literacy in the ContentArea. Boston: Allyn and Bacon, 2003.From reading skills to vocabulary, to reading andwriting in each content area, Gunning providesfourteen chapters to cover all aspects o teachingreading in grades K-12. Each chapter has highlightedvocabulary words defined in the margins to helpteachers completely understand the jargon they willneed to be successful content area reading teachers.The margins also offer web sites to correlate with theinformation in the text, as well as hints for teachingstruggling readers and English language learners.Throughout the text, Gunning supplies sample stepby-step lessons focusing on vocabulary,comprehension writing and study skills to be used inthe content area class. Teachers looking for specifictitles for their content will find the graded list ocontent area trade books beneficial.Richek, Margaret Ann, JoAnne Schudt Caldwell,Joyce Holt Jennings, and Janet W Lerner. Reading

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Problems: Assessment and Teaching Strategies.Boston: Allyn and Bacon, 2002.While the entire text is practical for teachers withstruggling readers, the four appendices give teacherswhat they want: specific instructional materials, tests,and informal reading inventories. Most chaptersinclude snapshot strategies a brief description of anactual suggested strategy being used so teachers cansee the outcome. Content area teacher will fmdChapter 9, Improving Comprehension of ExpositoryText, most helpful, for it gives strategies for helpingstudents read these texts and assessment suggestions.Those teachers looking for answers to readingdisabilities must read Chapters 14 and 15, for thesedeal with reading disabilities and instructionalmethods for special needs students.

Sturtevant, Elizabeth G. and Wayne M. Linek.Content Literacy: An Inquiry-Based Case Approach.Pearson: Columbus, 2004.Sturtevant and Linek take a different approach inexplaining the practice of teaching content literacythrough a qualitative research process combined withcase-study methodology. The text is broken into fourparts: 1 an introduction to content literacy, 2) casestudies, 3) planning for action research, 3) andresources. The seven case studies range from highschool biology to sixth grade world history to ESOL.The content area handbook is a book on its own as itprovides all the teaching and learning strategies in thechapters (e.g., K-W-Ls, graphic organizers forexpository texts). All strategies are paired with thenational standards and goals for each content area.Appropriate for all grade levels and all subjects.Uurau, Norman. Content Area Reading and Writing:Fostering Literacies in Middle and High SchoolCultures. Columbus: Pearson, 2004.

Uurau has written a very educational text for allcontent area teachers. With chapters focusing oncritical reading, assessments, vocabulary, and

collaborative work, Uurau helps ease teachers' fearsof content area reading. Most chapters featurespecific step-by-step instructions explaining how toimplement Uurau's strategies. Teachers with reluctantand struggling readers will find Chapter 9 mosthelpful. A very useful aspect of the text is thecompanion Website, which provides self-quizzes forstudents, a message board for teachers and variousforms of assessment.

Language rts ClassroomAustin, Carol, Lynn Meeks. Literacy in theSecondary English Classroom: Strategies forthe Way Kids Learn. Boston: Allyn andBacon, 2003.A realistic guide to the secondary English classroom,this text examines the theory and tools necessary tocreate a successful, literate environment.Collaboration, wall texts, guided reading and writing,and text tapping are a few of the techniques theauthors offer. The reader will encounter new ideasand helpful examples to bring each idea into hislherclassroom.

Burke, Jim. Reading Reminders: Tools Tips andTechniques. Portsmouth, NH: Heinemann, 2000.With 100 strategies, this text is a must-have for everyEnglish teacher. Each strategy includes a rationale,instructions and examples for easy use. Ranging fromvocabulary to read alouds, from how to read differenttexts to graphic organizers, this book allows teachersto reach past the read, question, answer trap ofteaching high school English.Foster, Harold. Crossing Over: Whole anguageforSecondary English Teachers. New York: HarcourtBrace College Publishers, 1994.Most English teachers are familiar with the termwhole language. Yet, how many actually know whatit means, how it is taught, or what methods workFall Winter 2004 7


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best? Crossing Over answers these questions andintroduces not only the how but the why of wholelanguage. Laid out in three sections, the firstexamines the historical roots and theories ofwholelanguage. In the second section, the author looks atthe classroom and lays out tips for reading andwriting y the whole language method. The thirdsection contains narratives from teachers who havesucceeded using the whole language method and tipsin setting up a whole language classroom. Though anolder text, this work paints a strong picture of thevalue ofholistic instruction.

Pirie, Bruce. Teenage Boys and High School EnglishPortsmouth, NH: Heinemann, 2002.According to research, a gap in English academia hasalways existed between boys and girls; statistically,boys are not as successful in the English classroom.While many English teachers have found this problema difficult hurdle, Pirie offers real-life solutions.Based on physiology, sociology, linguistics, andeducational research, this book explains why boyssucceed differently and how teachers can help themachieve. With qualitative and quantitative researchincluded, every teacher will find helpful informationin this unique text

Rau, Shirley and Driek Zirisnky. A Classroom oTeenaged Readers: Nurturing Reading Processes inSenior High English New York: Addison WesleyLongman, 2001.Rau and Zirinsky help teachers understand thedifference in knowing about literature and knowinghow to read literature. The authors begin byexplaining a teenagers' natural reading process, sincemany teachers believe students should know how toread y the time they are in secondary classes. Theythen proceed to give two frameworks: sustaining thenatural reading of teenagers and nurturing teenagedreaders. Handouts, strategies, assessments, and

activities are included to help teachers and schoolscreate classrooms that focus on the student.

Steineke, Nancy. Reading Writing Together:Collaborative Literacy in Action Portsmouth, NH:Heinemann, 2002.This text is a real-world guide for the high schoolEnglish classroom. Giving teachers step-by-stepguidelines, Steineke leads the reader toward aninteractive and productive classroom environment.Focusing on positive student interaction, readingstrategies, and conferencing, Steineke includeshandouts and helpful tips in this teacher-friendlyguide for fostering a successful and literate Englishclassroom.

Farris, Pamela, Pamela Fuhler, and Maria Walther.Teaching Reading: A Balanced Approach For TodaysClassrooms Boston: McGraw Hill, 2004.A text for elementary, middle, and high schoolEnglish teachers, Teaching Reading examines dozensof topics from phonics to genres, and each chapterallows for reflection y providing a section withquestions to ponder. Designed as a textbook, the

reader will find information easily accessible andconcise. Including specific classroom reading andwriting ideas, this text will allow a student teacher ora tenured teacher to improve curriculum andclassroom attitude by implementing the well-laidideas found here.Young dult NovelsAllen, Janet. Yellow Brick Roads: Shared and GuidedPaths to Independent Reading 4-12. Portland:Stenhouse, 2000.Teachers looking for strategies of promoting lifelongliteracy among their students as well as teachingcomprehension in content areas need this book.Allen's research-based methods answer questions

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about literacy problems. The text includes chapters onreading aloud in the primary years, shared reading,guided reading, offering choice, and ideas for writing.Chapter 12, Full Circle: Assessing, Evaluating, andStarting Again, provides teachers with alternativeassessment options. Allen's wonderful eightappendices include Website lesson plans, books ontape, and poetry collection lists.

Monsaeu, Virginia R. and Gary M. Salvner. ReadingTheir World: The Young Adult Novel in theClassroom. Portsmouth: Boynton/Cook, 2000.A collection of pragmatic essays written by professorsand young adult authors, that discuss how to read,write and teach the young adult novel. This bookhelps teachers examine their teaching of both theclassics and young adult literature. With the increasedacceptance of young adult literature into classrooms,teachers need to be prepared for any issue that mightarise from the novels. Topics addressed includethemes found in novels, the classics, diversity, andgender roles in young adult literature.Wilhelm, Jeffery. You Gotta E the Book ':Teaching Engaged and Reflective Reading withAdolescents. New York: Teachers College P 1997.From the why to the how, Wilhelm plots how to createa literate classroom environment and lays the plan inthis teacher-friendly guide. Questions are answered( Why read? ) and lesson plans are given in detaiLWilhelm focuses on the use of visual and dramaticresponses to literature but does not neglect teacherand student roles in the creation of a literateclassroom. This book is ideal for new teacherslearning how to create a lively classroom, or seasonedteachers wishing to spice up their curriculum.

eluctant ReadersMueller, Pamela N. Lifers: Learning from At-RiskAdolescent Readers. Portsmouth: Heinemann, 2001Teachers working with at-risk adolescents will findthis text extremely useful since many teachersstruggle with teaching at-risk students. Mueller'sbook is split into two helpful parts: the students andways to help them. She provides three case studies onvery different at-risk adolescents and then proceeds togive four workshops on how to help them. She offersappendices to go along with the workshops, as well asweekly progress reports and letters informing parentsabout the workshops.

Reynolds, Marilyn. I Won t Read and You Can t MakeMe: Reaching Reluctant Teen Readers. Portsmouth:Heinemann, 2004.

Marilyn Reynolds answers the question all Englishteachers have: How do I motivate a reluctant reader?She gives all teachers a better understanding of whatmakes a reader reluctant with personal anecdotes and,most importantly, her Tricks of the Tradeparticularly designed for teachers working withreluctant readers. Not only does Reynolds explicitlyexplain how to use her tricks, but she also suppliesgraphic organizers and discussion questions, alongwith a list ofbooks categorized by topics of interest toreluctant readers.

About the Authors:Michelle Devereaux is a teacher at Hiram HighSchool in Hiram, Georgia; she currently teaches 9thgrade repeater and British Literature. lIer researchinterest is motiviating relucant learners in herclassroom. She received her masters in AdolescentEducation at Kennesaw State University.Amanda Otto is a teacher at Norcross High Schoolin Norcross, Georgia; she currently teaches 9th and10th grade Technical English. In her research shefocuses on motivating the relucant learners in herclassroom. She received her masters in AdolescentEducation at Kennesaw State University.

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but i dont teach reading- an annotated bibliography focusing o

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