PREVIOUS  I  TABLE OF CONTENTS  I  NEXT

SELECTED READINGS FOR STAGE 3 : READING TO LEARN

Typically between 9 to 13 years old

Stage Description: in Stage 3, reading is used to learn new ideas, to gain new knowledge, to experience new feelings, to learn new attitudes, generally from one or two points of view. There is a significant emphasis placed on reading to learn, and writing for diverse purposes. There is time spent balancing the consolidating of constrained skills (spelling, grammar, fluency) whilst providing ample opportunities to explore topics through reading, writing, speaking, listening & viewing. By this time, the learner has transitioned to a stage where he or she is expected to learn from their reading. Adults should teach  specific comprehension strategies, such as comprehension monitoring, using graphic and semantic organisers, answering questions, generating questions, recognising textual structures, summarising, and identifying main ideas and important details. (See Stages of Development essay for more information.)

EXAMPLE CLASSROOM SEQUENCE

McIntyre, E., Hulan, N., & Layne, V. (2011d). Research-based, culturally responsive reading instruction in Fifth Grade (pp. 216-240). In Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice. New York: Guilford Press.

LEARNING, IDENTITY, MOTIVATION & EXPERTISE

Ericsson, K., & Smith, H. (1991). Toward a general theory of expertise: prospects and limits. Cambridge: Cambridge University Press.

Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology.

Geekie, P., Cambourne, B., & Fitzsimmons, P. (2004). Learning as puzzle solving. In T. Grainger (Ed.), The RoutledgeFalmer reader in language and literacy (pp. 107–118). London: Routledge Falmer.

Rogoff, B. (1990). Apprenticeship in thinking: cognitive development in social context. New York: Oxford University Press.

Rogoff, B. (1995). Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship. In J. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 139 – 164). Cambridge University Press.

Rueda, R., & Dembo, M. (1995). Motivational processes of learning: A comparative analysis of cognitive and sociocultural frameworks. In M. Maehr & P. Pintrich (Eds.), Advances in motivation and achievement: culture, motivation and achievement (pp. 255 – 289). Greenwich, CT: JAI Press.

Rueda, R., & Moll, L. C. (1994). A sociocultural perspective on motivation. In H. F. O’Neil Jr. & M. Drillings (Eds.), Motivation: Theory and research (pp. 117–137). Lawrence Erlbaum.

ADVANCED PHONICS & ACADEMIC VOCABULARY

Flanigan, K., Hayes, L., Templeton, S., Bear, D. R., Invernizzi, M., & Johnston, F. (2011a). Word specific vocabulary instruction (pp. 201-234). In Words their way with struggling readers: word study for reading, vocabulary, and spelling instruction, grades 4 - 12. Boston: Pearsons.

Kieffer, M. J., & Lesaux, N. K. (2007). Breaking down words to build meaning: morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134–144. doi:10.1598/RT.61.2.3

Kieffer, M. J., & Lesaux, N. K. (2011). Morphing into adolescents: active word learning for English-Language Learners and their classmates in middle school. Journal of Adolescent & Adult Literacy, 54(1), 47–56. doi:10.1598/JA

Townsend, D., & Collins, P. (2009). Academic vocabulary and middle school English learners: An intervention study. Reading and Writing, 22(9), 993 -1019. doi:10.1007/s11145-008-9141-y

Townsend, D. & Kiernan, D. (2015). Selecting academic vocabulary words worth learning. In The Reading Teacher, 69(1), 113-118.

LEARNING, TALKING, & UNDERSTANDING

Bernstein, B. (1964). Elaborated and Restricted Codes: Their Social Origins and Some Consequences. American Anthropologist, 66(6_PART2), 55–69. doi:10.1525/aa.1964.66.suppl_3.02a00030

Edwards-Groves, C., Anstey, M., & Bull, G. (2014). Classroom talk: understanding dialogue, pedagogy and practice. Newtown, NSW: Primary English Teaching Association Australia.

Wells, G. (2003a). Action, talk and text: the case for dialogic inquiry. Learning, 6(1), 171–194. Retrieved from http://people.ucsc.edu/~gwells/Files/Papers_Folder/ATT.theory.pdf

Wells, G., & Mejia-Arauz, R. (2006). Toward dialogue in the classroom. Journal of the Learning Sciences, 15(3), 379–428.

WRITING

Bereiter, C., & Scardamalia, M. (1987). The Psychology of Written Composition. Hillsdale, NJ: Lawerence Erlbaum Associates.

Bernstein, B. (1964). Elaborated and Restricted Codes: Their Social Origins and Some Consequences. American Anthropologist, 66(6_PART2), 55–69. doi:10.1525/aa.1964.66.suppl_3.02a00030

Bracewell, R., & Witte, S. (2008). Implications of practice, activity, and semiotic theory for cognitive constructs of writing. In J. Albright & A. Luke (Eds.), Pierre Bourdieu and literacy education (pp. 299 – 315). London: Routledge.

Cope, B., & Kalazantzis, M. (Eds.). (2000). Multiliteracies: literacy learning and the design of social futures. South Yarra: Macmillan Publishers Australia.

Duranti, A. (1986). The audience as co-author: an introduction. Text, 6(3), 239–247.

Dysthe, O. (1996). The multivoiced classroom: interactions of writing and classroom discourse. Written Communication. doi:10.1177/0741088396013003004

Ewing, R. (1994). What is a functional model of language? PEN, 1–6.

Fountas, I. C., & Pinnell, G. S. (2001). Guiding Readers and Writers: Teaching Comprehension, Genre and Content Literacy. Portsmouth: Heinemann.

Fountas, I. C., & Pinnell, G. S. (2006). Teaching for Comprehension and Fluency: Thinking, Talking and Writing About Reading, K-8. Portsmouth: Heinemann.

Gebhard, M., Harman, R., & Seger, W. (2007). Reclaiming Recess: Learning the Language of Persuasion. Language Arts, 84(5), 419–430.

Haas, C. (1996). Writing technology: studies on the materiality of literacy. Mahwah, NJ: Lawrence Erlbaum Associates.

Halliday, M. A. K., & Martin, J. (1993). Writing science: Literacy and discursive power. Pittsburgh: University of Pittsburgh Press.

Haneda, M., & Wells, G. (2000). Writing in knowledge building communities. Research in the Teaching of English, 34(3), 430–457.

Hayes, J. R., & Flower, L. (1980). Identifying the Organization of Writing Processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive Processes in Writing. Hillsdale, NJ: Lawrence Erlbaum Associates.

Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164. doi:10.1016/j.jslw.2007.07.005

Martin, J. (1999). Mentoring semeogenesis: “Genre-based” literacy pedagogy. In F. Christie (Ed.), Pedagogy and the shaping of consciousness (pp. 123 – 155). London: Cassell.

Nystrand, M. (1983). The role of context in written communication. The Nottingham Linguistic Circular, 12(1), 55–65.

Nystrand, M. (1984). Learning to write by talking about writing: a summary of research on intensive peer review in expository writing instruction at the University of Wisconsin-Madison (pp. 179–211). Madison, WI: Academic Press.

Nystrand, M. (1986a). Reciprocity as a principle of discourse. In The structure of written communication: studies in reciprocity between writers and readers (pp. 39–58). Orlando and London: Academic Press.

Nystrand, M. (1986b). What writers do. In The structure of written communication: studies in reciprocity between writers and readers (pp. 59–79). Orlando and London: Academic Press.

Rose, D., & Martin, J. R. (2012). Write it Right/the Right to Write. In Learning to Write/Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School (pp. 84–132). Sheffield: Equinox Publishing.

Rossbridge, J. & Rushton, K. (2014). The critical conversation about text: Joint construction. PETAA Paper 196. Newtown, NSW: PETAA

Wells, G. (2000). From action to writing: modes of representing and knowing. In J. W. Astington (Ed.), Minds in the making. Oxford: Blackwell Publishers..

COMPREHENSION & FLUENCY

Duke, N., Pearson, P. D., Strachan, S. L & Billman, A. K. (2011). Essential elements of fostering and teaching reading comprehension. In What research has to say about reading instruction (4th ed., pp. 51 – 93). Newark, DE: International Reading Association.

Fisher, D. & Frey, N. (2015). Teacher modeling using complex informational texts. In The Reading Teacher, 69(1), 63-69.

Fountas, I. C., & Pinnell, G. S. (2001). Guiding Readers and Writers: Teaching Comprehension, Genre and Content Literacy. Portsmouth: Heinemann.

Fountas, I. C., & Pinnell, G. S. (2006). Teaching for Comprehension and Fluency: Thinking, Talking and Writing About Reading, K-8. Portsmouth: Heinemann.

Gehling, K. (2000). A Year In Texts: An Explicit Reading Program. Newtown, NSW: Primary English Teaching Association.

Hammerberg, D. (2004). Comprehension instruction for socioculturally diverse classrooms. The Reading Teacher, 57(7), 684–658.

Hiebert, E. H. (Ed.) (2015b). Teaching stamina & silent reading in the digital-global age. Santa Cruz, CA: TextProject, Inc.

Hiebert, E. H., Samuels, S. J., & Ravinski, T. V. (2012). Comprehension-Based Silent Reading Rates: What Do We Know? What Do We Need to Know? Literacy Research and Instruction, 51(2), 110–124.

Hsueh-chao, M. H., & Nation, P. (2000). Unknown vocabulary density and reading comprehension. Reading in a Foreign Language, 13(1), 403–430.

Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2008). The Complex Nature of Reading Fluency: A Multidimensional View. Reading & Writing Quarterly, 25(1), 4–32. doi:10.1080/10573560802491208

Huemer, W. (2012). Why read literature? the cognitive function of form. In J. Gibson, W. Huemer, & L. Pocci (Eds.), Fiction Narrative and Knowledge (pp. 233 – 345). London: Routledge.

Marcell, B. (2011). Putting Fluency on a Fitness Plan : Building Fluency’s Meaning-Making Muscles. The Reading Teacher, 65(4), 242–249. doi:10.1002/TRTR.01034

Palinesar, A. S. (1987). Reciprocal Teaching. Instructor, 96(2), 5 – 60.

RAND Reading Study Group (2002). Reading for understanding: toward an R&D program in reading comprehension. Santa Monica, CA: RAND Reading Education.

Rose, D., & Martin, J. R. (2012a). Reading to Learn. In Learning to Write/Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School (pp. 133–234). Sheffield: Equinox Publishing.

Sweet, A. P., & Snow, C.E. (Eds.) (2003). Rethinking reading comprehension. New York: The Guilford Press.

LEARNING

Anderson, L. W. & Krathwohl, D. R. (Eds). (2001). A taxonomy for learning, teaching and assessing: a revision of Bloom’s taxonomy of educational objectives (abridged edition). New York: Longman

Bransford, J., Vye, N., Kinzer, C., & Risko, V. (1990). Teaching thinking and content knowledge: Toward an integrated approach. In B. F. Jones & L. Idol (Eds.), Dimnesions of thinking and cognitive instruction (pp. 381 – 414). New Jersey: Lawrence Erlbaum Associates.

Haneda, M., & Wells, G. (2000). Writing in knowledge building communities. Research in the Teaching of English, 34(3), 430–457.

Wells, G. (1999a). Dialogic inquiry: toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.

Wells, G. (2000). From action to writing: modes of representing and knowing. In J. W. Astington (Ed.), Minds in the making. Oxford: Blackwell Publishers.