Teaching Readers (Not Reading): Moving Beyond Skills and Strategies to Reader-Focused Instruction

by Peter Afflerbach

Reading instruction is too often grounded in a narrowly defined "science of reading" that focuses exclusively on cognitive skills and strategies. Yet cognition is just one aspect of reading development. This book guides K–8 educators to understand and address other scientifically supported factors that influence each student's literacy learning, including metacognition, motivation and engagement, social–emotional learning, self-efficacy, and more. Peter Afflerbach uses classroom vignettes to illustrate the broad-based nature of student readers’ growth, and provides concrete suggestions for instruction and assessment. The book's utility is enhanced by end-of-chapter review questions and activities and a reproducible tool, the Healthy Readers Profile, which can be downloaded and printed in a convenient 8 1/2" x 11" size.
 

190 pages, Paperback

Published January 14, 2022

About the author

Professor; Department of Curriculum and Instruction, University of Maryland; College Park, Maryland

Reviews

[Matt · Rating 5 out of 5]

An important book for understanding not just the debate on the "science of reading", but also for understanding the larger picture of teaching the whole reader.

Afflerbach brings the research to support all five areas for becoming a reader. Science of reading advocates largely focus on only one (cognition/skills and strategies). Afflerbach encourages educators to continue focusing on this element of teaching readers while also embracing the affective and conative aspects of literacy.

A necessary resource for anyone wanting to engage in this conversation and improve their instruction.

[Luke Fitzpatrick · Rating 3 out of 5]

3.5 stars

[Donald · Rating 1 out of 5]

the author makes hateful political comments on social media