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.
I. Teaching Reading or Teaching Readers?: Moving Beyond a Focus on Strategies and Skills
II. Teaching Readers: Examining the Factors That Influence Reading Development and Reading Achievement
Appendix. Healthy Readers Profile