Deeper Reading: Comprehending Challenging Texts, 4–12

Kline,Mary

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Deeper Reading: Comprehending Challenging Texts, 4–12

reviewed by Mary Kline - 2005

Title: Deeper Reading: Comprehending Challenging Texts, 4–12
Author(s): Kelly Gallagher
Publisher: Stenhouse Publishers, Portland
ISBN: 1571103848, Pages: 228, Year: 2004
Search for book at Amazon.com

As an educational researcher and public school staff developer, I frequently search for books that attempt to bridge the chasm thought to divide research and practice. Deeper Reading: Comprehending Challenging Texts, 4–12 is just such a book. Perhaps my affinity for this text was born when I read that author Kelly Gallagher was a high school English teacher and teacher-leader in the California Reading and Literature Project. The pages breathe with authenticity. Real strategies. Real students. Real questions. However, the true power of this text is not found in the staggering array of comprehension strategies that fill its chapters. Rather, the true power of Deeper Reading lies in its organizing metaphor. Gallagher contends that students must be taught that, just as with writing, there is first- and second-draft reading. He further explains: When my students read a difficult work for the first time, this is the “down” reading draft. My hope is... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 107 Number 7, 2005, p. 1445-1448
https://www.tcrecord.org ID Number: 11778, Date Accessed: 6/14/2021 10:04:09 AM

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About the Author
Mary Kline Cherry Hill, New Jersey Public Schools E-mail Author MARY CAMPO KLINE is the language arts literacy supervisor for the Cherry Hill, NJ public schools. She is a former teacher, principal, learning consultant, and adjunct faculty member of The University of Pennsylvania, Rowan University, and Chestnut Hill College. Currently, Ms. Kline is preparing for her dissertation defense and anticipated graduation from The University of Pennsylvania. Her research focuses on the establishment of communities of practice as a framework for systemic language arts literacy reform.

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