Understanding Reading Development
Publication Year: 2004
`There are several aspects of this book that will make it a stimulating and useful read for many teachers: the exposition of psychological research that demonstrates many of the processes underlying word reading and text comprehension; the focus on reading for meaning and reading behaviours; the inclusion of case studies, which demonstrate Colin Harrison's philosophy in practice' - Journal of Research in Reading `It is a great text for literacy researchers, for education students in masters programmes, and for teachers wanting a more advanced knowledge and understanding of reading processes and what it means to develop reading comprehension. Colin Harrison provides strongly stated opinion that is well-grounded in an understanding of the literature and linked to political, educational and social contexts. A scholarly work in ...
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Reading Reading
- ‘What?’, ‘How?’ and ‘Why?’
- Why is Reading so Important?
- The Need for Historical, Psychological and Literary Perspectives on Reading
- Proposition 1: Writing Began Because of the Need to Read for Information
- Proposition 2: We Have a Moral Duty to Read
- Proposition 3: All Books are Hypertexts
- Proposition 4: We Need to Rethink Reading Comprehension and Reading Assessment
- Proposition 5: All Important Restrictions Aimed at Reducing the Risk of ‘Bovarysme’ Should Be Permanently Lifted
- More on Moral Purpose
- Why Do We Read and Why is Reading so Important?
- Chapter 2: What Does Research Tell us about the Reading Process and the Early Stages of Reading Development?
- Understanding Why There are so Many Battles over Reading Research
- Understanding the Reading Process: The Importance of Rapid, Automatic, Context-Free Word Recognition
- Understanding the ‘Interactive-Compensatory’ Nature of the Reading Process
- Why We Need Neither 10,000 Flash-Cards in a Big Tin Box Nor ‘Death by Phonics’
- Understanding the Importance of Learning to Behave like a Reader
- Understanding Beginning Reading: Phonology, Analogy, Pedagogy
- How Should Teachers Support Children in Becoming Good Readers?
- Chapter 3: Understanding Understanding: How We Learn from Texts
- Chapter 4: Developing Reading Comprehension – what We Have Learned from Research
- The Need for Multiple Perspectives
- The Need to Work on Vocabulary Development
- Comprehension Development – What We Have Learned from Research into Cognition
- Developing Comprehension across the Curriculum
- DARTs – How to Prepare the Text and How to Set up the Small-Group Activity
- A Final Word
- Chapter 5: Literacy Development in the Primary Classroom: Fun, Phonics, Fluency, Fantasy and Developing Reading for Meaning
- Chapter 6: Case Studies of Reading Development at Secondary Level
- Chapter 7: Developing Critical Literacy: Text, Discourse and the Collaborative Construction of Meaning
- Critical Literacy and Media Studies
- The Promise of Multiliteracies
- Chapter 8: Evaluating Response to Reading: Can There Be Such a Thing as Postmodern Assessment?
- A Postmodern View of Assessment
- The Implications of the Implications: The Crucial Importance of Portfolio-Based Assessment
- Computer-Based Assessment and the Need for Intelligent Adaptive Online Assessment
- Chapter 9: A Whole-School Approach to Developing Reading: Policy, Staff Development and Evaluation
- What Research Says about Teacher Development and Literacy Development
- Change Takes Time
- How Digital Video Can Offer New Opportunities for Professional Development
© Colin Harrison 2004
First published 2004
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Inquiries concerning reproduction outside those terms should be sent to the publishers.
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The co-authors named in Chapters 3, 5 and 6 each contributed significantly to a key section of the chapter that bears their name. John Perry undertook the latent semantic analysis study reported in Chapter 3, although I reworked the data and reran the LSA analyses before writing that part of the text. Geraldine Kotsis was kind enough to send me a folder of material containing information on 17 DARTs activities that she taught in an inner-city primary school in Glasgow, and upon which I draw in Chapter 5. Alan Dewar and Steve Willshaw were both courageous enough to permit me to team teach with them in secondary English lessons in their schools, and Chapter 6 includes extracts from recordings made during or, in one case, following those lessons. I am and shall remain deeply grateful to these exceptional teachers and to their students for the insights they shared and the opportunities they offered me to reflect on reading development processes in action.
Note: Every effort has been made to contact the publishers of Figure 1.1 for permission to use the photograph. We apologise for any inconvenience or offence caused by the use of this image.[Page x]
The Author[Page xi]
Colin Harrison is Professor of Literacy in Educaton at the University of Nottingham.
After teaching English at secondary level he worked on the Schools Council project ‘The Effective Use of Reading’, during which time he chaired the Schools Council's Evaluator's Group. His books include Readability in the Classroom, Interactive Learning and New Technologies and The Reading for Real Handbook. He was a founding editor of the Journal of Research in Reading and is past president of the United Kingdom Reading Association, representing UKRA and other European reading associations on the International Reading Association's Family Literacy Commission. He has directed thirty funded research projects, including nine in the field of new technology.[Page xii]
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