Teachers' Interpretations of Literature-Based Reading.

Abstract

The current popularity of literature based reading programs is evident to anyone who has attended national conventions or read journals in the field of reading education. In California, the recently adopted English-Language Arts Framework (1987) has made a literature-based curriculum a policy mandate. I believe that the movement toward literature-based reading has been prompted by three issues: (a) a call for an en hanced role for quality children's literature in the elementary school (Anderson, Hiebert, Scott, & Wilkinson, 1985; Bennett, 1986); (b) the advocacy for whole language approaches to literacy development, which depend on children's books for reading material (Al twerger, Edelsky, & Flores, 1987; Goodman, 1986; Newman, 1985); and (c) the profes sional decision making of teachers who do not want their reading programs dictated by basal materials (Shannon, 1987; Zarrillo, 1988). Practitioners in the field, however, have many questions about defining and developing literature-based reading programs. The pur pose of my research was to explore the various interpretations teachers have of literature based reading. Specifically, three interpreta tions were generated by observing elementary classrooms in southern California.

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