By Harold M. Foster

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Additional resources for Crossing Over: Teaching Meaning-centered Secondary English Language Arts (2nd ed.)

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Many reading specialists now argue for a “balanced” approach to early reading programs where systematic phonics have a place in reading instruction (Tompkins, 2000). Some theorists argue that children who bring little naturally learned skills from home must learn those skills in school (Cunningham, 2000). However true this may be, I fear for children who may only experience isolated skills. How will these children ever develop the habits of reading that grow from appreciation and love of books?

The first chapter gives a strong, condensed history of English teaching. < previous page page_23 next page > < previous page page_24 next page > page_24 next page > Page 24 This page intentionally left blank < previous page < previous page page_25 next page > Page 25 chapter TWO Crossing Over: A Personal Narrative Truth telling not only required enough care and persistence to get the facts straight, but also enough self-awareness and self-disclosure to allow readers to see my point of view (another term for bias) and make their own judgments about it.

Teaching the universe of discourse. Boston: Houghton Mifflin. Moffett presents a classic rationale for a naturalistic English curriculum. Although the term “whole language” is never mentioned, this is one of the foundations of whole-language theory. Routman, R. (1996). Literacy at the crossroads: Crucial talk about reading, writing, and other teaching dilemmas. Portsmouth, NH: Heinemann. Routman presents a solid picture of the disputes in language arts, particularly the conflicts with whole language and phonics.

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