Secondary - Reading Magazine 2021

A selection
of useful
resources
Secondary
Reading

Closing The Reading Gap
Closing the Reading Gap explores the intriguing
history and science of reading. Quigley explores the
knowledge and skills expert reading teachers need
to teach reading and to nurture pupils' desire to
read.
Quigley does an excellent job summarizing the
science of teaching reading, explaining the “mental
model” that readers construct, and offering
practical strategies.
Quigley (2020)

Comprehension &
Collaboration:
Inquiry Circles in Action
Comprehension and Collaboration: Inquiry Circles in
Action provides a guide for teachers who want to
implement well-structured, student-led, crosscurricular
projects.
It lays the foundation for inquiry circles by
discussing the current research and practices
behind comprehension instruction and classroom
collaboration.
Harvey & Daniels (2004)

Disrupting Thinking:
Why How We Read Matters
Beers & Probst (2017)
In the book, Disrupting Thinking authors Beers & Probst tackle
one of teachers’ greatest challenges: student apathy. They
explain that too many students remain disengaged and reluctant
readers due to the misrepresentation they continue to receive
regarding why we read and how we should approach the texts
we read.
Disrupting Thinking is an exploration of how teachers help
students become critical thinkers.
The book presents a vision of what reading and what education
across all the grades could be. It presents new strategies and
ideas that help classroom teachers create engagement and
relevance; encourage responsive and responsible reading;
deepen comprehension and develop lifelong reading habits.

Strategies That Work
Harvey & Goudvis (2017)
Harvey and Goudvis offer new perspectives on how to explicitly
teach thinking strategies so that students become engaged,
thoughtful and independent readers.
Harvey and Goudvis tackle close reading, close listening, text
complexity, and critical thinking in a new chapter on building
knowledge through thinking-intensive reading and learning.
Other fully revised chapters focus on digital reading, strategies
for integrating comprehension and technology, and
comprehension across the curriculum.
Strategies That Work (3 rd edition) explains the research behind
comprehension and looks at 8 strategies that should be
explicitly taught to students to increase their comprehension of
text. It also provides lesson ideas and student work samples.

Reading with Presence:
Crafting Mindful, Evidence-Based
Reading Response
Marilyn Pryle offers a framework for crafting mindful,
evidence-based reading responses. Pryle argues that we can
help students find their voices and deeply understand texts
when we invite them to write and share short reading
responses. Her suggested categories for reading responses
offer students plenty of choice and the writing examples she
shares in her book illustrate students’ deep thinking about a
rich variety of texts, in a range of genres from both wholeclass
and independent reading.
Marilyn Pryle (2018)

Talk About Understanding:
Rethinking Classroom Talk to Enhance
Comprehension
Ellin Oliver Keene demystifies comprehension instruction by
describing what it can look like when readers comprehend deeply
and what it can look like when teachers aim for this deep
comprehension. This book offers the following:
• Outcomes of Understanding - These are descriptions of the
behaviours present when children understand a text
deeply, including ways to assess with and teach toward
these outcomes.
• Talk About Understanding – These are suggestions to
modify teaching language and teaching interactions to
deepen children's ability to comprehend
• From the Inside - These are video segments of Ellin in
action.
Keene (2012)

Notebook Connections: Strategies
for the Reader’s Notebook
Buckner (2009)
In Notebook Connections, Buckner focuses on - the reading
workshop, showing teachers how to support students to use a
reader’s notebooks as a place to document their thinking and
growth, to support their thinking for group discussions, and to
explore their own ideas about a text.
Buckner describes her model as flexible enough for students to
respond in a variety of ways yet structured enough to provide
explicit instruction.
Notebook Connections leads teachers through the process of
launching, developing, and fine-tuning a reader’s notebook
program.
Teacher-guided lessons in every chapter help students create
anchor texts for their notebooks using various comprehension
and writing strategies.

Passionate Readers:
The Art of Reaching and Engaging
Every Child
Ripp (2017)
In Passionate Readers: The Art of Reaching and
Engaging Every Child, classroom teacher, author,
and speaker Pernille Ripp manages to teach us how
to harness true passion in ways that will transform
the readers in our classrooms.
Tucked in between the narrative of Pernille’s five
keys and tireless risk-taking in her passionate
reading environment are the candid voices of the
kids speaking their truths, shining a light on reading
identity. Make room for a new forever resource!

From Striving to Thriving:
How to Grow Confident,
Capable Readers
This is one of the best; most engaging, and most useful
professional texts that is guaranteed to make a positive
impact on readers for generations to come.
From Striving to Thriving is a must for any teacher who
strives to make every reader a thriving reader. Literacy
specialists Stephanie Harvey and Annie Ward demonstrate
how to "table the labels" and show teachers how they can
grow confident, capable and agentive readers.
The book is part theory backed by research, part practical
tips for building a literacy-rich environment, and part
lessons that are created to support the authors' beliefs.
Harvey & Ward (2017)

Disciplinary Literacy:
Inquiry & Instruction
The authors share their experiences of working for
many decades with teachers across grade levels,
conducting studies and analysing research in order
to build a more comprehensive instructional
framework that engages students in every content
area. They present a Disciplinary Literacy approach
where educators are asked to empower students to
adopt and eventually adapt the language, genres,
and modalities prized by each discipline.
Ippolitoo, Dobbs & Charner-Laird (2019)

Readicide
Gallagher (2009)
An accurate, practical and deeply honest book about what is
really happening with reading programs in American
schools.
In his provocative new book, Gallagher contends that the
continued use of standard instructional practices are killing
reading in schools, but rather than dwelling on the problem,
Gallagher provides solutions and specific steps to reverse
them. He focuses on concrete ideas on how to hit the
“sweet spot” in instruction, while also presenting a better
strategy for working with whole class novels that do not
inundate students with worksheets and study guide
questions. Following his strategy is said to not only improve
literature teaching, but also make reading more enjoyable
for students and teachers. Readicide prides itself on
producing lifelong readers.

No More Fake Reading
Gordon (2017)
How can you, as educators, increase your student’s
enjoyment and engagement in reading? According to
Gordon, it is as simple as giving them opportunities to read
books that excites them.
Gordon does a fabulous job in helping the reader fix the
brokenness of current middle and high school reading
practices. While her extensive experience in both coaching
and consulting makes the book practical and authentic, it
also gives Gordon the stature to walk the reader through
the steps and techniques needed to transform and cultivate
independent readers, all while creating a thriving classroom
reading culture.
No More Fake Reading is a gift to all secondary educators!

Disciplinary Literacy in Action:
How to Create and Sustain a School-
Wide Culture of Deep Reading, Writing
and Thinking
This book is highly recommended for teachers and leaders who
are seeking ways for all teachers to understand how to teach
literacy in their subjects. The book guides teachers in all subjects
to identify the literacy features of their disciplines and use that
knowledge to inform their teaching.
Often differences in disciplines are perceived to be one of
content, but disciplinary literacy recognizes that each subject
has its own ways of thinking, reading, writing and speaking.
Furthermore, each discipline has its own forms of writing.
Central to the ideas in this book is the concept of a whole school
literacy culture where teachers understand the literacy of their
disciplines and also the more general literacy practices that
function across disciplines.
Lent & Voigt (2018)

180 Days:
Two Teachers and the Quest to
Engage and Empower Adolescents
180 Days is an excellent resource that is a thought-provoking
collection of Kelly Gallagher & Penny Kittle’s beliefs, strategies,
and ideas.
With both the demands of time and the complexity of diverse
students in mind, the authors’ mapped out a year of engaging
literacy practices aligned to their core beliefs about what
matters most. They share their insights on managing time and
tasks and offer teaching strategies for engaging students in
both whole class and independent work. Video clips of
Gallagher & Kittle teaching in each other’s classrooms bring
this year to life and show teachers what a steadfast
commitment to belief-based instruction looks like in action.
Gallagher & Kittle (2019)

Subjects Matter:
Every Teacher’s Guide to
Content-Area Reading
Daniels and Zemelman share what you need
to help students read content area texts
closely and strategically. It has 27 proven
teaching strategies and how-to suggestions
for engaging kids with content through
wide, real-world reading.
Daniels & Zemelman (2004)

Adolescent Literacy in the Academic
Disciplines: General Principles and
Practical Strategies
A must read for teachers in grades 6-12 who are
tackling the endless challenges of literacy learning in
each of the major academic disciplines.
Editors Jetton and Shanahan provide an excellent
compilation of solid, research-based articles, to help
in the understanding of how students construct
meaning in the different content domains, as well as
how they use this constructed meaning in disciplinerelated
acts of literacy.
Jetton & Shanaham (2007)