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- W178017866 abstract "LANGUAGE ARTS, VOL. 76, NO.1, SEPTEMBER 1998 The literature-based movement in reading instruction is reputed to have swept the country and worked its magic. Not everyone is convinced, however, that the magical qualities of literature translate directly into student success in learning to read. Concerns are expressed in the media over the failure of the new approaches to address such issues as the teaching of decoding (Whole Language is Dead, 1996; Rosemond, 1995). Educators hear and engage in dialogue about the need for more explicit instruction in code especially with readers in grades one through three (Foorman, in press; Texas Education Association, 1996). These criticisms appear to be based on the perception that little or no direct, explicit code instruction happens in literature-based classrooms and that direct, explicit code instruction may be incompatible with literature-based instruction. This article is a response to those critics who suggest that direct, explicit instruction in basic skills is incompatible with a literaturebased teaching philosophy. It serves to further the premise forwarded by researchers seeking to underscore the importance of ownership, control, and meta-awareness in young children's developing knowledge of print (Price, Hoffman, McCarthey, & Bridwell, 1996; Turner & Paris, 1995). I invite you to inspect the teaching and learning that is happening in one first-grade literature-based classroom. 1 challenge you to examine the explicit nature of this instruction and hope the description is helpful to teachers considering teaching explicitly in the context of literature." @default.
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- W178017866 date "1998-01-01" @default.
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- W178017866 title "Explicit Instruction at the Point of Use." @default.
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