ED320132.Pdf

DOCUMENT RESUME ED 320 132 CS 010 129 AUTHOR Duffy, Gerald G., Ed. TITLE Reading in the Middle School. Second Edition. INSTITUTION International Reading Association, Newark, Del. REPORT NO ISBN-0-87207-121-9 PUB DATE 90 NOTE 242p. AVAILABLE FROM International Reading Association, 800 Barksdale Rd., .P. 0. Box 8139, Newark, DE 19714-8139 (Book No. 121; $11.50 member, $17.25 nonmember). PUB TYPE Books (010) Guides Non-Classroom Use (055) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Classroom Techniques; Cognitive Processes; Content Area Reading; Instructional Effectiveness; Junior High Schools; *Middle Schools; *Reading Instruction; Reading Programs; *Reading Writing Relationship; Staff Development IDENTIFIERS Instructional Preparation; Teacher Collaboration ABSTRACT Intended for practitioners, this book's major purpose is to reaffirm the unique and integral roles reading and literacy play in middle school curriculum and instruction. The book emphasizes: (1) the research-based re%ionale for what educators teach in reading and how it is taught; (2) an integration of reading with writing; (3) an acknowledgement that middle school reading instruction occurs within a context that imposes constraints which, in turn, shape the nature of middle school reading curriculum and instruction; (4) the importance of gradual, contextually bound charge relative to the conditions impozed by both policy and environment; and (5) a strategy of creating effective instructional improvement through collaboration among practitioners, teacher educators, and theorists. Part 1 includes -our chapters that provide a frame of reference for middle school reading. The five chapters in Part 2 focus on middle school reading curriculum and instruction. Part 3 consists of five chapters in which reading educators and/or practitioners describe a particular perspecL-ve on how effective reading programs are implemented in specific school settings. Part 4 consists of a single chapter that foreshadows what to expect in middle school reading during the 1990s. (MG) Reproductions supplied by EDRS are the best that can be made from the original document. ********g*************************t*******************************g**** O Read* f.A4 in the MideSchool SECC,RS110 EIDETIC:PM Gerald G. Duffy Editor BEST COPY AVAILABLE "PERMISSION TO REPRODUCE THIS U.S. DEPARTIA ENT OF EDUCATION MATERIAL HAS BEEN GRANTED BY Offce of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION . XLIN6 CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it O Maio, changes have been made to improve reproduction duality TO THE EDUCATIONAL RESOURCES Points of view or ognions st at ed in th is dpcv ment do not necessarily represent official INFORMATION CENTER (ERIC)." OERI position or policy r . Reading in the Middle School S ECC:20 INI 1:30Ersirritcor4 Gerald G. Duffy Michigan State University Editor ca le -_. International Reading Association C) Newark, Delaware 19714 IRA BOARD OF DIRECTORS Carl Braun, University of Calgary, Calgary, Alberta. Canada, President Judith N. The len, Frostburg State University, Frostburg, Maryland, Vice President Marie M. Clay, University of Auckland, Auckland, New Zealand, Vice President Elect Joan F. Curry, San Diego State University. San Diego, California Vincent Greaney, St. Patrick's College, Dublin, Ireland Dolores B. Malcolm, St Louis Public Schools, St. Louis, Missouri Mary D. Marockie, Region! Education Service Agency VI, Wheeling, West Virginia Ann McCallum, Fairfax County Public Schools. Annandale, Virginia Joy N. Monahan, Orange County Public Schools. Orlando. Florida John J. Pikulski, University of Delaware, Newark, Delaware Kathryn Ann Ransom, Springfield Public Schools. Springfield. Illinois Richard T. Vacca, Kent State University. Kent. Ohio Robert G. Jones, Acting Executive Director IRA DIRECTOR OF PUBLICATIONS Jennifer A. Stevenson IRA PUBLICATIONS COMMITTEE 1990-19:1 Donna Ogle, National College of Education. Chair Irene West Gaskins. Benchmark School, Media. Pennsylvania M. Jean Greenlaw, University of North Texas Robert G. Jones, IRA Edward J. Kameenui. University of Oregon Adria F. Klein. California State College Ann McCallum, Fairfax County Public Schools. Annandale. Virginia Anne McCourt-Lewis, University of Delaware John T. Ridley. Houghton Mifflin Company Timothy Shanahan. University et Illinois at Chicago Circle Jon Shapiro, University of British Columbia Dixie Lee Spiegel. University of North Carolina Jennifer A. Stevenson. IRA Barbara R. E. Swaby, University of Colorado at Colorado Springs The International Reading Association attempts, through its publications, to provide a forum for a wide spectrum of opinions on reading. This policy permits divergent viewpoints without assuming the endorsement of the Association. Copyright 1990 by the International Reading Association. Inc. Library of Congress Cataloging in Publication Data Reading in the middle school / Gerald G. Duffy. editor. 2nd ed. p. cm. Includes bibliographical references. I. Reading (Secondary) 2. Middle schoolsUnited States. I. Duffy. Gerald G.II. International Reading Association. Le1632.071990 90-34028 428.41371' 2 dc20 CIP ISBN 0-87207-121.9 Graphic design: Boni sash Typesetting: Wendy Mazur Staff Editors: Karen Goldsmith, Romayne iMcElhaney, John Micklos Photo Credits: Mary Loewenstein - Anderson, pg. 230: Robert Bennett. pgs. 216, 227: Lalma Druskls, pgs. 7. 19, 45, 52, 102, 121, 160; Robert Finken, pgs. 13.83, 91. CONTENTS EC> IIIZENP1/41:3 61.100 VII PREFACE ix PART ONE A Frame of Reference ft,1ts, Middle School Reading: A Historical Perspective David W. Moore, Greg P. Stefanich 3 t''2ht Understanding Middle School Students Gayla Preisser, Patricia L. Anders, Peggy Glider 16 ft,3ft, What Have We Done with the Middle? Richard L. Allington 32 ts.4 The Influence of Classroom Management Mark W.F. Condon, James V. Hoffman 41 PART TWO Curriculum and Instruction in Reading Content Knowledge in Reading: Creating a New Framework Charles W. Peters 63 ui.6ta. Cognitive and Metacognitive Goals in Reading and Writing Beth Ann Herrmann 81 isTs.. Affective Goals in Reading and Writing Donna E. Alvermann, K. Denise Muth 97 w8t- Instructional Planning and Thaching in Reading and Writing Mark W. Conley 111 ta,9:. Assessing Reading and Writing Sheila W. Valencia, William McGinley, P David Pearson 124 6 iv PART THREE Implementing Reading Programs w1011' Accomplishing Change In Reading Programs Patricia L. Anders, Ned S. Levine 157 ks 1 1 Developing a Strategic Reading Program Joy N. Monahan 171 =81,2 Developing Integrated Programs Laura R. Roehler, Kathryn U. Foley, Mara T. Lud, Carol A. Power 184 tal3ht. Implementing Content Area Reading with Limited Finances Donna E. Alvermann, Victoria G. Ridgeway 200 14A' Improving Staff Development through Cooperation Mark W. Conley, Karen Tripp-Opple 209 V PART FOUR Reading in the New Decade Where to from Here? Patricia L. Anders, Gerald G. Duffy 225 a vi FC:, Ft. E NASTCP it. ED Our typical educational pursuit is characterized by a search for the answer, the solution, the perfect program. And, characteristically, our best efforts are followed by dissatisfaction: we can always do it better. We have learned that answers, solutions, the best we can dothese are no more than mo- mentary perceptions. Tomorrow brings different answers, different solutions, better bests. What we envision today is unlikely to be what exists tomorrow. We imagine and strive, but who could have imagined our present family structures, the social issues affecting how and what we teach, and the needs and motivations of today's middle school students? Consequently, planning and innovation must occur without a preconceived picture of what will be when the new program is in place. And once the program is in place, a new picture emerges and, again, we are dissatisfied. So what does all this have to do with the second edition of Reading in the Middle School? Hopefully, it puts it in a historical perspective. This book is neither a beginning nor a solution; it is a necessary stage some- where in between. At this time, the hopes, biases, perceptions, and pre- scriptions expressed by the authors are the best they can be. But they will have to move over for others that will come along. For, like osier educational enterprises, the middle school reading program must be a dynamic phenomenon. While it is true that reading programs must change with changing soci- etal and student needs, it is also true that nothing comes to pass without the passage of time. So program developers are caught between the need for change and the need for time to let change work, a discomfiting situation. Several chapter authors in this book express their disappointment with the gap between past recommendations for middle school reading and actual classroom practices. They are understandably disappointed in how slowly schools change. Piet Hein, a Danish poet and aphorist, expresses the factor of time cleverly: ' 9 vii T. T. T. Put up in a place Where it's easy to see The cryptic admonishment T. T. T. When you feel How depressingly slowly you climb It's well to remember that Things Take Time The first reality for all who work to improve reading educationfor middle school students is that those who speak todayare unlikely to have the last word. Who knows what's around thecorner: a middle school with no structured classes, no tests, no report cards,no books (at least not as we know them now), no teachers? To what grand and currently unthinkable programs will middle schools evolve? The second reality is that new programscan be planned faster than they can be implemented and tested. Things take time. This book is an important contribution to the evolution of middle school reading programs. It will not be the last word, and it will take timeto put it in place and test the recommendations of the authors who havelooked at what was, what is, and what might be. They have turnedsome corners. What they have written for this book is thoughtful and timely. Ina historical sense, they stand bet'?Ai the past and the futurea necessary position if the future is to be better than the past.

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