reading
Thirteen
Reasons
Why
by
Jay
Asher
independently
or
Huckleberry
Finn
by
Mark
Twain
with
their
classmates
and
teacher.
Instructional
Strategies
for
Reformed
Reading:
Hunger
No
More
Transformational
pedagogy,
such
as
that
suggested
by
Sternberg
(2008)
and
Gallagher
(2009)
requires
teachers
to
shed
their
staid
practices
to
inspire
critical
thinking,
and
is
essential
in
the
paradigm
shift.
Instructional
strategies
that
transform
reading
instruction
should
feature
choice,
text
deconstruction
and
framing.
Eliminate
Famine
with
Choice
It
is
not
impossible
to
deviate
from
the
‘one
book
for
everyone’
study
according
to
Robb
(2008).
When
students
have
a
choice
about
what
they
read,
they
will
more
than
likely
engage
in
the
book
they
selected.
It
is
this
empowerment
that
is
so
critical
in
differentiated
instruction.
Robb’s
(2008)
differentiation
model
involves
on-‐going
literacy
assessment
since
“the
only
way
to
reach
every
learner
and
help
him
or
her
improve
is
to
identify
student’s
strengths
and
his
or
her
areas
of
need
that
require
extra
support.
The
ongoing
assessments
should
include
students’
written
work,
oral
presentations,
quizzes,
tests,
conferences
with
students
and
the
observational
notes
you
collect
as
students
read,
discuss
and
write
and
speak”
(p.24).
The
teacher
is
interactive
and
engaging
daily
to
teach
in
a
differentiating
style.
Robb
(2008)
suggests
that
students
read
60
minutes
a
day
to
learn
to
engage
in
a
reading
flow.
Students
should
be
reading
independently
in
addition
to
studies
in
a
classroom
that
are
suited
for
everyone.
Choice
allows
students
to
gravitate
toward
their
own
interests,
learn
to
think
about
the
content
of
a
story
and
what
it
means
to
them.
In
addition
to
choice,
for
reform
to
be
effective,
the
instructional
method
and
approaches
to
reading
are
vital
to
the
success
of
a
study.
Fullness
of
the
Feast:
Framing
Students
do
need
structure
for
a
study,
but
there
is
a
way
to
craft
such
an
experience
with
the
freedom
for
the
students
to
think
independently
and
interact,
observe
and
make
critical
connections
without
killing
the
joy
of
reading
for
them
through
such
an
over-‐zealous
study.
Gallagher
(2009)
finds
that
it
is
necessary
to
‘frame’
a
study
so
students
will
find
the
text
engaging.
The
notion
of
‘framing’
is
different
than
a
‘before-‐during-