Education Book Reviews

Phenix, Jo (2002) The Reading Teacher’s Handbook. Markham, Ontario: Pembroke Publishers, distributed by Stenhouse.

A book’s title can succinctly convey an author’s purpose for writing the book. The title of this book, The Reading Teacher’s Handbook is a misleading title for potential readers or buyers. The book is not a handbook. It is an activity book. Furthermore, the book is not intended for all teachers who teach reading; instead, it is targeted for teachers who teach beginning reading across the curriculum or for substitute teachers who need practical ideas. Teachers who specialized in reading will not find this book particularly useful, as they will have already been exposed to the information. Teachers working with emergent readers will not find the activities or lists in this book to be of value, as the book does not cover alphabetic principles or sounding.
Chapters include:
  1. Understanding the Reading Process
  2. Organizing the Reading Environment
  3. Preparing for Reading
  4. Reading the Selection
  5. Developing Comprehension
  6. Developing Language Skills
  7. Encouraging Reluctant Readers
Reproducibles
Index

The book is a collection of ideas, strategies, and hand-on activities for teaching beginning reading although the author falls short of being prescriptive. However, prescriptive writing is often what users of activity books want and need, for example, the book would benefit from a reproducible list of recommended books by reading level as well as a list of books by phonics features. While there is text and some line drawing illustrations, lists predominate and deliver the information and tips, for example, the “Reading Buddies List” (p. 26) includes: listen to their buddy read without jumping in to correct every time a miscue is made, read aloud, read in unison, help with difficult works, help with book selection and library visits. The line drawings throughout the book break up white space; however, they are not used often enough to enrich understanding of a recommended activity.

Chapter 5 focusing on developing comprehension is the longest chapter. The author states, “It is important for children also to know the kinds of thinking and response that are appropriate for each kind of text they read. When should they accept everything they read as truth, and when should they question the motives of the writer? When are they at liberty to form their own viewpoints about their reading? When should everyone agree on what is in the text, and when are reactions likely to vary? Is there always only one correct meaning?” (p.33) With these questions driving the chapter, Phenix outlines ways to develop comprehension by reflecting, talking, writing as well as using related readings, incorporating drama, and creating visuals to make the classroom an interesting place, and give students a variety of ways to think, talk, read, and write. The activities here are fundamentally in agreement with reading research and the activities are sound.

Two sections of reproducible materials are also included in the book - one for students and one for teachers. The latter section also incorporates materials that teachers might share with parents. It is formatted as a list and outlines practical pointers about integrating reading into activities “at home.” The index is minimal, but sufficient.

I end this review by echoing the author’s reminder that the time children spend reading in school isn't adequate to help them become fluent readers, and that the most important goal is to encourage children to become individuals who will choose reading as an activity. With the consistent help of many people and a variety of resources, a confident reader can be cultivated. My closing advice is to use this book and other resources such as the activities featured on the websites for Phonological Awareness Literacy Screening (PALS), Children’s Book Council, and the University of Virginia Education Library.
http://pals.virginia.edu/scores/Activities/
http://www.cbcbooks.org/html/13excotomg.html
http://www.lib.virginia.edu/education/collections/activity.htm

Pages: 80     Price: $16.50    ISBN: 1-55138-145-1

Reviewed by Kay A. Buchanan, Information Services Librarian, University of Virginia, Education Library

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