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Learning to read in the real sense: ...

University of Pittsburgh.

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Learning to read in the real sense: Stories of reading and American schooling.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning to read in the real sense: Stories of reading and American schooling./
作者:	Jordan, Linda.
面頁冊數:	239 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-02, Section: A, page: 0461.
Contained By:	Dissertation Abstracts International60-02A.
標題:	American Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9920557
ISBN:	9780599197244

Learning to read in the real sense: Stories of reading and American schooling.
Jordan, Linda.

Learning to read in the real sense: Stories of reading and American schooling. - 239 p.

Source: Dissertation Abstracts International, Volume: 60-02, Section: A, page: 0461.

Thesis (Ph.D.)--University of Pittsburgh, 1996.

In a 1927 editorial, W. W. Hatfield, then editor of English Journal , wrote, "Most high school teachers of English can profitably give considerable time to helping their students learn to read in the real sense." The confidence of that phrase is striking. Hatfield assumes the reading he is talking about is "real" reading, and he assumes that his readers---the professionals who read English Journal---will share that understanding, will have the same "real reading" in their minds as he has in his. A similar striking confidence in the use of the term "reading" characterizes accounts of reading at the high school level from the mid-nineteenth century to today. What "reading" might mean is nearly always left to the reader or listener to piece together; the writer or speaker assumes that his or her "reading" is the "real" reading students should be doing, that no direct definition of the term is needed because everyone who has been in school knows what reading is.

ISBN: 9780599197244Subjects--Topical Terms:

1017604
American Studies.

Learning to read in the real sense: Stories of reading and American schooling.
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502 $a Thesis (Ph.D.)--University of Pittsburgh, 1996.
520 $a In a 1927 editorial, W. W. Hatfield, then editor of English Journal , wrote, "Most high school teachers of English can profitably give considerable time to helping their students learn to read in the real sense." The confidence of that phrase is striking. Hatfield assumes the reading he is talking about is "real" reading, and he assumes that his readers---the professionals who read English Journal---will share that understanding, will have the same "real reading" in their minds as he has in his. A similar striking confidence in the use of the term "reading" characterizes accounts of reading at the high school level from the mid-nineteenth century to today. What "reading" might mean is nearly always left to the reader or listener to piece together; the writer or speaker assumes that his or her "reading" is the "real" reading students should be doing, that no direct definition of the term is needed because everyone who has been in school knows what reading is.
520 $a This dissertation identifies and interrogates a set of "standard stories" about the teaching and learning of reading in American secondary schools past and present in order to examine what "reading in the real sense" is for a wide range of people concerned with literacy: teachers, researchers, historians, textbook compilers, theorists, students, policy makers, journalists. These stories are drawn from a variety of materials: classroom artifacts, including student essays and teacher comments; the popular media; and academic texts. The first three chapters examine the roots of those "standard stories" as well as their implications through an analysis of the theory of reading articulated by and enacted in nineteenth-century elocutionary reading textbooks like McGuffey's Readers. Chapter four extends this theoretical examination to consider the role nineteenth-century "Ladies' Readers" played in producing female students who were "underprepared" for college. The final chapters examine the impact of public policy makers on the classroom and suggest ways that teacher education programs can prepare teachers to participate in both a theorized teaching and learning as well as the public debates that shape perceptions about schools and students.
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