“Re-valuing” Reading: Assessing Attitude and Providing Appropriate Reading Support

Authors: Kathleen Strickland¹; Amy Walker²

Source: Reading and Writing Quarterly, Volume 20, Number 4, October-December 2004 , pp. 401-418(18)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

The authors contend that the students, even those labeled “at risk” or “struggling,” learn to read by reading—having time, opportunity, and support for active construction of meaning from text and reading books that are exciting, age-appropriate, enjoyable, and often self-chosen. Using examples from classrooms, the authors argue that assessing what children know about reading, their interests, and their successful reading/writing strategies will help counteract a dismal cycle that traps those who fail to perform proficiently on worksheets, flash cards, and other drills. If teachers create a literate environment supporting all readers in their efforts to make sense of literacy events, students will come to revalue reading, the process of meaningful interaction with print. The authors believe reading is a matter of “catching on” to an authentic experience of literacy and the power that participation gives.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/10573560490489955

Affiliations: 1: Slippery Rock University of Pennsylvania, Slippery Rock, PA, USA 2: Mars Home for Youth, Mars, PA, USA

Publication date: 2004-10-01

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