Balancing Principles for Teaching Elementary Reading

By James V. Hoffman; James F. Baumann et al. | Go to book overview

IV
Our Plans and Our Future

Peter Afflerbach The University of Maryland

Make haste slowly.

-- Abraham Lincoln

In this final part we examine the ways and means of improving reading instruction, and the centrality of teachers' professional development to students' learning to be better readers. We revisit the importance of research and reflection that are described earlier in this volume. Next, we examine the characteristics of strategic change in successful reading programs. We provide a blueprint for an action agenda that initiates and sustains both effective reading programs and teachers' professional development. Our goal is to describe how the knowledge we possess about reading and teaching can be used to effect balance in children's lives as readers.

We begin this part with a sense of urgency and a sense of optimism. There is the need to act quickly with an informed plan to help elementary school students become successful readers. Although many children learn to read, too many do not.1 We know that behind headlines laced with doom and vitriol are

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Balancing Principles for Teaching Elementary Reading
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Preface vii
  • Notes x
  • I - Our Professional Stance 1
  • Notes 9
  • II - Our Principles and Our Practices 11
  • Notes 56
  • III - Our Past and Our Present 59
  • Notes 73
  • IV - Our Plans and Our Future 75
  • Notes 100
  • Author Index 103
  • Subject Index 107
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