How Texts Teach What Readers Learn

by Margaret Meek

Margaret Meek's book is an exploration of literature and language, revealing abundant lessons that enrich the reader's imagination and guide learners in their understanding of story and life.

This classic gem of a book has been informing British teachers for more than two decades. Now, at last, it is available in the US at a time when conflicting policy issues dull our perceptions about language and literacy. What has been damaged can be reclaimed. Margaret's engaging book brings to our attention what is important in the work of teachers with young children.

Genres: Nonfiction, Teaching, Academic, Education

First published November 16, 1987

Reviews

[Jane Scholey]

A must read for all teachers.

[Alison Forde]

Short & clear on the value of real books in learning to be a reader, as opposed to the use of reading schemes.

[Gayathri Sreedharan]

Finished this in one seating. It took me about an hour or so. Really loved the interpretation and samples in contained. I never imagined how much goes into the teaching of reading especially to children in the early years setting. There is a part of the book that asks to remember when my first reading experience was; this of course goes back to several years ago, but just like trying to learn a new language, learning to read is almost similar, whereby we need to comprehend what we read and connect it to a pleasurable experience.

[Bethy Egginton]

Would like to revisit once I am more aware of children's picture books/literature.

[Lauryn Payne]

An excellent book for teachers to repeatedly pick up throughout their teaching career.

[Jane Campbell]

Short, excellent booklet which establishes the connection between literacy and literature. Shows how to do reading lessons.

[Liz Baker]

Again, another book enjoyed and read in an evening. Some useful insights into what children pick up on when reading texts. Would recommend this!

[Marina]

¡Que los libros eduquen a los niños!

[Grace Wall]

Good book.
I like the part where it referenced a little girl who's favourite part of Iron Man was the 'delicacies'. You'll know what I mean if you've read either book.

[Mafaz Ali]

This is s a must raed book for teachers as it explores the joy,subtlness and richness that is the purpose and joy of reading.

[Frances Coe]

Loved this book about the joy of reading with children - especially the part about the little boy and the book Rosie went for a walk. Some great recommendations for further reading too

[Maria]

This is a really good book on making reading fun! I would definitely read this again, was great to make notes and take away some ideas and further reading that was suggested that was quite helpful.

[Savannah-Alicia Lloyd]

This book has really opened my eyes to the connection between literary and literature. It's interesting to see how children read and learn differently to us as adults. I particularly love the chapter that discusses William's Version as its a great example of how we position ourselves within a certain story and have an unconscious inter-text before even understanding this. This book has made me consider my own reading styles and I'll definitely view it much differently and analyse it a bit more now I've read this.

[Marion Leeper]

This tiny pamphlet was a radical and fascinating clarion call about literacy and young children, and changed the way we all thought about how children learn about books.

[Zenzile Nyathi]

Margaret Meek’s ‘How Texts Teach What Readers Learn’ has changed the way I understand children’s stories. It demonstrated that there is more than one way to tell a story: illustrations can support inference, rhyme and rhythm can support memory, and authors can use intertextuality to create connections and convey deeper meaning.

The book left me wanting to explore the subtle references within children’s books and consider what they might communicate to young readers. A great example of this is ‘Little Red Reading Hood, by Lucy Rowland’, a picture book which references the classic tale of ‘Little Red Riding Hood’.

Meek explained how intertextuality can encourage children to compare texts, recognise familiar narrative patterns and consider how changes can create new meanings. However, it also made me consider how dependent these connections can be on children’s prior experiences of stories; a child familiar with the original tale may respond very differently from one encountering these references for the first time.

Overall, Meek has encouraged me to look beyond the surface of children’s literature and consider how language, illustrations, structure, and connections between texts can contribute to children’s meaning-making. More importantly, she has encouraged me to think purposefully about the relationship between the text, the reader and the teacher.

I am increasingly interested in how meaning is not simply something to be found within a text, but something children construct through their individual and shared responses to it.

[D Cox]

This made so much sense. I need to buy my own copy.

[Laura Norton]

Short and to the point, no jargon or waffle. A quick read for anyone who wants to know more about teaching reading

[Ruth]

Valuable insight into the importance of reading for pleasure and what children get out of reading picture books by skilled artists/writers.