Closing Thoughts Carol Jago (2011) reminds us that “curriculum should be aimed at what Lev Vygotsky calls students’ zone of proximal development.” Vygotsky (1979) wrote, “The only good kind of instruction is that which marches ahead of development and leads it.” To that end, Jago suggests that classroom texts should “pose intellectual challenges for readers and invite them to stretch and grow.” Rich and thought-provoking thematically related text sets that stimulate student interest and motivation help students become stronger readers and stronger learners. As they engage in a close read across related texts, students build their skill as proficient readers—and acquire fascinating information about the world around them (Cappiello and Dawes, 2013). Plus, when texts offer a wide range of points of view, students are forced to grapple with possible conflicting and questionable information— exactly the kind of deep critical thinking encouraged by today’s standards.
References
Allington, R. (2012). What Really Matters for Struggling Readers: Designing Research-Based Programs. New York: Scholastic. Allyn, P. (2011). Books for Boys: How to Engage Boys in Reading in Ways That Will Change Their Lives. New York: Scholastic. Beers, K., and Probst, R. (2017). Disrupting Thinking. Why HowWe Read Matters. New York: Scholastic. Beers, K., and Probst, R. (2013). Notice and Note: Strategies for Close Reading. Portsmouth, NH: Heinemann. Biemiller, A. (2006). “Vocabulary Development and Instruction: A Prerequisite for School Learning.” In D. Dickinson and S. B. Neuman (Eds.), Handbook of Early Literacy Research, Vol. 2. New York: Guilford. Blachowicz, C., and Fisher, P. (2011). “AWord for the Words: What Students Need to Learn.” Educational Leadership . Vol. 68(6). Cappiello, M. A., and Dawes, E. (2013). Teaching with Text Sets. Huntington Beach, CA: Shell Education. Duke, N., and Carlisle, J. (2011). “The Development of Comprehension.” InM. Kamil, D. Pearson, E. Moje Birr, and P. Afflerbach (Eds.), Handbook of Reading Research. Volume 4. New York: Routledge.
Duke, N., Pearson, D., Strachan, S., and Billman, A. (2011). “Essential Elements of Fostering and Teaching Reading Comprehension.” In J. Samuels and A. Farstrup (Eds.), What Research Has to Say about Reading Instruction, Fourth Edition . Newark, DE: International Reading Association. Duke, N. and Pearson, P. D. (2002). “Effective Practices for Developing Reading Comprehension.” In A. Farstrup and S. J. Samuels (Eds.), What Research Has to Say About Reading Instruction, Third Edition. Newark, DE: International Reading Association. Fisher, D., Frey, N., and Lapp, D. (2012). Text Complexity: Raising Rigor in Reading. Newark: DE: International Reading Association. Fountas, I. and Pinnell, G. (2017). Guided Reading: Responsive Teaching Across the Grades, Second Edition. Portsmouth, NH. Fountas, I., and Pinnell, G. S. (2006). Teaching for Comprehending and Fluency: Thinking, Talking and Writing about Reading, K–8 . Portsmouth, NH: Heinemann. Hampton, S., and Resnick, L. (2008). Reading and Writing with Understanding. Newark, DE: International Reading Association.
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