Overview

While more teachers are increasingly comfortable with the whole language philosophy and have already implemented reading and writing workshops in their classrooms, others are still unsure of its value, particularly for students struggling with language learning. It is these students who, after entering school as proficient language users, begin to doubt their abilities when they are placed in low-ability groups. As a result of the inherent labeling of these youngsters, teachers have traditionally resorted to skills approaches, believing that whole language would not serve them. In Literacy, Not Labels, Kathleen Strickland helps intermediate and secondary teachers see that all students are capable of becoming readers and writers in an atmosphere where literacy is real, meaningful, and individual. This book explains whole language theory and shares practical strategies to help all learners become readers and writers. Strickland shares her experience researching and teaching in a special education, whole language classroom. She describes students with a record of school failure, classified with labels ranging from ""learning disabled"" to ""educably mentally retarded,"" each one capable of language learning, but previously deprived of the opportunity. You will discover ways to support students' growth as readers and writers and celebrate with them as they find literacy in their lives.

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9780867093544

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Reviews

-I have come to realize that the labels -disabled- and -handicapped,- vague as they are, tell the world more about what students are not capable of doing than what they are capable of. And more important, such labels become who these people are.--Kathleen Strickland

-I have come to realize that the labels -disabled- and -handicapped,- vague as they are, tell the world more about what students are not capable of doing than what they are capable of. And more important, such labels become who these people are.--Kathleen Strickland ?I have come to realize that the labels ""disabled"" and ""handicapped,"" vague as they are, tell the world more about what students are not capable of doing than what they are capable of. And more important, such labels become who these people are.?-Kathleen Strickland ""I have come to realize that the labels ""disabled"" and ""handicapped,"" vague as they are, tell the world more about what students are not capable of doing than what they are capable of. And more important, such labels become who these people are.""-Kathleen Strickland

?I have come to realize that the labels disabled and handicapped, vague as they are, tell the world more about what students are not capable of doing than what they are capable of. And more important, such labels become who these people are.?-Kathleen Strickland

I have come to realize that the labels disabled and handicapped, vague as they are, tell the world more about what students are not capable of doing than what they are capable of. And more important, such labels become who these people are. -Kathleen Strickland ?I have come to realize that the labels disabled and handicapped, vague as they are, tell the world more about what students are not capable of doing than what they are capable of. And more important, such labels become who these people are.?-Kathleen Strickland -I have come to realize that the labels -disabled- and -handicapped,- vague as they are, tell the world more about what students are not capable of doing than what they are capable of. And more important, such labels become who these people are.--Kathleen Strickland

Author Information

After years as a classroom teacher and reading specialist, Kathleen Strickland now teaches undergraduate and graduate students at Slippery Rock University of Pennsylvania. She has written numerous books for Heinemann with her husband James, including Engaged in Learning (2002), Making Assessment Elementary (2000), and Reflections on Assessment (1998). Her book Literacy Not Labels (1995) tells the story of her two-year study of a literature-rich special education classroom. She has given keynote addresses and conducted workshops for professional development for teachers from the Big Island in Hawaii to Atlantic City, New Jersey.

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