Reading Reconsidered: A Practical Guide to Rigorous Literacy Instruction

I purchased Reading Reconsidered in April and began using some of the strategies right away. Especially helpful to me were the sections on close reading, layered reading and creating text-dependent questions. I teach at a Core Knowledge school- Shakespeare, Poe, Dickens, Dickinson, and Twain are included in the 6th-8th canon- and, my goal has always been to use the original texts, not any adaptations. Reading Reconsidered gave me specifics on how to better use challenging texts, in their original language, with my students. In addition to gaining new insight, Reading Reconsidered validated the vocabulary strategies that I currently use and gave a better grasp of why they work, while giving me some new tools also, specifically how to tackle vocabulary words are most important and needing in-depth study versus those which can be quickly defined before returning to the text. As I purchased the book in spring, there are obviously strategies I have yet to try out. This summer, I have delved into the sections on "writing for reading" and tweaked my formative and summative assessments in lit. units I already use- The Prince and the Pauper, Huck Finn, Julius Caesar and Call of the Wild. I've created more text-dependent writing opportunities for these units. And I've gained insight into how to hold kids accountable for revising their writing. I am looking forward to August and will hit the ground running with my improved arsenal!

There were good pages throughout. There are not many books on improving literacy for middle school and high school at higher levels. Most books on literacy discuss it in regards to basic reading/writing. Therefore, this book is a welcome addition to the literary literature and for literacy teachers who seek to improve literacy rates at the higher levels.

It is customary to compete the book before writing the review, but the impact of Chapter Two is so profound that at this point, the rest can wait. I read a comment following a review of the book in the NY Times (If I recall correctly) . The writer accused Lemov of being a newcomer meddling in ideas he knew nothing about. There’s no doubt Lemov, Driggs and Woolway do not have the 36 years of experience I do, but no one with an sharp analytical mind and a history of watching kids and teachers struggle valiantly to get better at reading, could avoided seeing the shear brilliance of this work. In fifty pages, the authors illuminate the complex cognition involved in making meaning of text. Their categorization of questions that unlock this thinking is revolutionary. Everyone is talking about questioning, but like the introduction of the large head racket in tennis, these writers have changed the game (what TLAC moment is complete without a sports analogy?), but as we have seen in every TLAC publication, naming the ideas not only provides clarity, it enables teachers think and talk about ideas, to practice and remember them, and in so doing layer this skill into their teaching repertoire. I really cannot keep reading right now. My mind is racing with plans and possibilities. Along with all of my teachers, I need to engage deeply with this set of ideas and hasten the implementation of them at the chalk-face. I’m sure I’ll get time to finish the book sometime soon (spring break is not far away); the rest of the book hovers in the future and I anticipate the joy of further treats to come, but right now, my urgency to operationalize the ideas about close reading are going to keep me busy. Read it!

Fascinating. Must read for parents and teachers! Has lots of explanation as well as practical tips to follow.

Many schools are moving away from the traditional carousel way of teaching reading and moving to whole class. As a school we had moved the whole class a couple of years ago but our reading results were dropping each year. We had had a go with cracking comprehension and vipers but it was really working. We visited another school who had massively improved their reading results and part of how they had done it was by following the advice in this book. So I bought it, read it and delivered training to my staff. The book is easy to read and comes with a DVD that you can watch to see real in class examples. If you want to introduce whole class ready successfully in your school - this is definitely a book to read!

highly practical and easy to use.

This book is superbly researched and presented in such a practical and usable format (like 'Teach Like a Champion' before it). The sections are clear and well illuminated by example. The argument is sharp and compelling. It is a must read for English teachers and those interested in learning how to read and the debates around reading in schools.

As I read this book, I reflected on the ways it made sense, and how I had used some of the techniques sucessfully in the past, without really analysing why they had worked. I could be classed as biased, having read, and been a big fan of Teach Like a Champion, however, I can honestly recommend this incredible book. The links to the videos and resources were especially useful, if 'Americanised'. If you want to improve your teaching practice and help your students to read effectively, this is one book that will help you to do this.