Teaching Readers (Not Reading): Moving Beyond Skills and Strategies to Reader-Focused

Reading instruction is too often grounded in a narrowly defined “science of reading” that focuses exclusively on cognitive skills and strategies. Yet cognition is just one aspect of reading development. Teaching Readers (Not Reading) guides K–8 educators to understand and address other scientifically supported factors that influence each student's literacy learning, including metacognition, motivation and engagement, social–emotional learning, self-efficacy, and more.

Peter Afflerbach uses classroom vignettes to illustrate the broad-based nature of student readers’ growth, and provides concrete suggestions for instruction and assessment. The book's utility is enhanced by end-of-chapter review questions and activities and a reproducible tool, the Healthy Readers Profile, which can be downloaded and printed.

Of interest to classroom teachers, literacy specialists and coaches, and staff developers in grades K–8; teacher educators and students.

Table of Contents

Introduction

I. Teaching Reading or Teaching Readers?: Moving Beyond a Focus on Strategies and Skills

1. Why Teaching Readers Is Different from Teaching Reading
2. Experiencing Cognition, Affect, and Conation in Our Reading
3. Critical Concepts: Definitions and Descriptions
4. Teaching Readers: A History of Knowing Better Than We Are Doing
5. Testing, the Media, and the “Science of Reading”

II. Teaching Readers: Examining the Factors That Influence Reading Development and Reading Achievement

6. Introduction to the “Other” Factors That Matter in Students’ Reading Development and Achievement
7. Metacognition, Executive Functioning, and Mindfulness
8. Self-Efficacy
9. Motivation and Engagement
10. Attributions and Growth Mindsets
11. Epistemology and Epistemic Beliefs
12. Conclusions

Appendix. Healthy Readers Profile

References

Index