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Reading Reconsidered: A Practical Guide to Rigorous Literacy Instruction
The Must-Have Resource for Teachers to Rethink How They Teach Reading The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the topics we teach reading is first among equals.
Grounded in advice from effective classrooms nationwide, "Reading Reconsidered" takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core, ' broken into small, easily navigable modules, comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts.
The second half of "Reading Reconsidered" reinforces these principles, coupling them with the 'fundamentals' of reading instruction--a host of techniques and subject specific tools set forth by the authors to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. "Reading Reconsidered" breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools including book lists, sample student work, and video clips from real classrooms, "Reading Reconsidered" provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.
Grounded in advice from effective classrooms nationwide, "Reading Reconsidered" takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core, ' broken into small, easily navigable modules, comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts.
The second half of "Reading Reconsidered" reinforces these principles, coupling them with the 'fundamentals' of reading instruction--a host of techniques and subject specific tools set forth by the authors to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. "Reading Reconsidered" breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools including book lists, sample student work, and video clips from real classrooms, "Reading Reconsidered" provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.
448 pages, Kindle Edition
First published August 31, 2015
160 people are currently reading
736 people want to read
About the author
Doug Lemov
41 books112 followersDoug Lemov is an American educator and author. He is currently Managing Director of Uncommon Schools, a non-profit charter management organisation that manages 42 charter schools across New York, New Jersey and Boston.
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Displaying 1 - 30 of 43 reviews
February 27, 2016
Doug Lemov has no significant classroom teaching experience. He has no formal training as a reading researcher or reading specialist. This book has no research bibliography or list of sources providing a pedagogical foundation for his claims. I question the validity of his action "research" (conducted at his own charter schools) and his credibility as a reading instruction expert.
Richard Allington, John Guthrie, Peter Johnston, Arthur Applebee and a staggering list of credible researchers have conducted studies investigating and naming what effective reading teachers do. Doug Lemov dismisses or ignores (or is perhaps ignorant of?) a body of reading research stretching back decades in favor of his "tactical" curriculum recommendations, which are slavishly in line with 1950's New Criticism, Ed Hirsch's Core Knowledge, and CCSS (none of which has a peer-reviewed, replicable research foundation). This book is junk science and self-promotion at its worst.
Richard Allington, John Guthrie, Peter Johnston, Arthur Applebee and a staggering list of credible researchers have conducted studies investigating and naming what effective reading teachers do. Doug Lemov dismisses or ignores (or is perhaps ignorant of?) a body of reading research stretching back decades in favor of his "tactical" curriculum recommendations, which are slavishly in line with 1950's New Criticism, Ed Hirsch's Core Knowledge, and CCSS (none of which has a peer-reviewed, replicable research foundation). This book is junk science and self-promotion at its worst.
August 15, 2016
Although I am not a teacher, I am a reading mentor and so I was interested to read this. It is aimed at teaching, probably at secondary school age, but there is much to interest anyone who has any input into the reading lives of children, or students; whether teachers, librarians or parents. Or, indeed, if you are a student yourself and struggle with interpreting texts, want to improve your vocabulary or need some ideas on how to get the most from the texts you need to read for your studies. This is an American book, but the ideas are relevant no matter which country you are in and there is also a useful DVD included.
The book begins with text selection, looks at close reading (something I often employ when trying to improve reading comprehension), nonfiction and the challenge of background knowledge and writing for reading. The second part of the book looks at approaches to reading, breadth and depth, reading systems and toward intellectual autonomy. If you do teach, there are lots of practical ideas about how to use this book in a classroom setting and has lots of really interesting points to make about what can make children struggle, how you can help make things clearer and how you can support children to apply these ideas independently. A good resource and an interesting read.
The book begins with text selection, looks at close reading (something I often employ when trying to improve reading comprehension), nonfiction and the challenge of background knowledge and writing for reading. The second part of the book looks at approaches to reading, breadth and depth, reading systems and toward intellectual autonomy. If you do teach, there are lots of practical ideas about how to use this book in a classroom setting and has lots of really interesting points to make about what can make children struggle, how you can help make things clearer and how you can support children to apply these ideas independently. A good resource and an interesting read.
March 2, 2016
Thank you to Net Galley for providing me with a copy of Reading Reconsidered in exchange for an honest review!
In recent years, largely due to the implementation of the Common Core Standards, educational rigor has increased across the K-12 curriculum. As a result, the key to academic success lies squarely in the development of strong literacy skills in our students. In Reading Reconsidered, Lemov, Driggs, & Woolway address the "Core of the Core" - strategies that help educators hone their instructional skills and increase the rigor in their literacy programs. These strategies, discussed in Part 1 of the book, include choosing appropriate texts, teaching close reading skills, integrating more nonfiction text into the curriculum to build background knowledge, and teaching students how to write in response to reading. In Part 2, the authors provide learning modules that address the fundamentals of rigorous literacy instruction. Throughout the text, the authors include video links that provide real-world examples of how teachers use these strategies in their classrooms to improve their students' literacy skills.
As a 4th grade teacher, and a graduate student currently pursuing my Master's of Education in Literacy, this book was of particular interest to me. The information and ideas presented Reading Reconsidered were well-researched and provided authentic and practical applications to the K12 classroom. The video links were particularly helpful because they allowed me to see how real teachers have implemented these strategies in their classrooms. I am anxious to incorporate what I've learned from this book into my instructional practices to increase the rigor in my classroom and improve my students' literacy skills.
In recent years, largely due to the implementation of the Common Core Standards, educational rigor has increased across the K-12 curriculum. As a result, the key to academic success lies squarely in the development of strong literacy skills in our students. In Reading Reconsidered, Lemov, Driggs, & Woolway address the "Core of the Core" - strategies that help educators hone their instructional skills and increase the rigor in their literacy programs. These strategies, discussed in Part 1 of the book, include choosing appropriate texts, teaching close reading skills, integrating more nonfiction text into the curriculum to build background knowledge, and teaching students how to write in response to reading. In Part 2, the authors provide learning modules that address the fundamentals of rigorous literacy instruction. Throughout the text, the authors include video links that provide real-world examples of how teachers use these strategies in their classrooms to improve their students' literacy skills.
As a 4th grade teacher, and a graduate student currently pursuing my Master's of Education in Literacy, this book was of particular interest to me. The information and ideas presented Reading Reconsidered were well-researched and provided authentic and practical applications to the K12 classroom. The video links were particularly helpful because they allowed me to see how real teachers have implemented these strategies in their classrooms. I am anxious to incorporate what I've learned from this book into my instructional practices to increase the rigor in my classroom and improve my students' literacy skills.
May 5, 2018
I read most of this book and skimmed some parts. That isn’t to say that parts of it weren’t good, though. This is a great text for anyone teaching KS2 or higher, especially anyone for whine English is not a specialism. However, as I teach Y1 currently, and I have an English background, this wasn’t as relevant to me as I would have liked.
The only real problem I had with this book was that it was difficult to locate those parts that were pertinent, and so it was difficult to ‘dip into’. Busy teachers need something a bit more immediate that can immediately be implemented in the classroom.
The only real problem I had with this book was that it was difficult to locate those parts that were pertinent, and so it was difficult to ‘dip into’. Busy teachers need something a bit more immediate that can immediately be implemented in the classroom.
June 9, 2016
Although I approached this book with a lot of bias and a bad taste in my mouth from being force-fed too much Doug Lemov, I was pleasantly surprised to find it so useful, practical, logical, and fairly thorough. Despite not containing anything new or particularly well-researched, the practices recommended in this book--when combined with others--will significantly improve my instruction.
I tend to find myself not fully aligned with the teaching philosophies of UnCommon Schools (or maybe just Lemov), but most of the ideas recommended by the authors of this book were sound and extremely important. It is a book I highly recommend to any thinking teacher; my one caveat is the authors' failure to mention any potential alternatives to their approaches--namely, any alternatives to New Criticism as perpetuated by the adoption of the CCSS.
I tend to find myself not fully aligned with the teaching philosophies of UnCommon Schools (or maybe just Lemov), but most of the ideas recommended by the authors of this book were sound and extremely important. It is a book I highly recommend to any thinking teacher; my one caveat is the authors' failure to mention any potential alternatives to their approaches--namely, any alternatives to New Criticism as perpetuated by the adoption of the CCSS.
January 23, 2016
I received an advance copy through NetGalley.
As a former English major I've come across many textbook/handbooks like "Reading Reconsidered." Most of the concepts and modules presented are pretty standard. There is nothing all to groundbreaking to be found here. But I think the simplicity in its format and straightforwardness in text make it more accessible than most texts on the subject matter.
This is definitely a text for professional levels individuals. I would recommend this to teachers, advisors, homeschool instructors, etc...
As a former English major I've come across many textbook/handbooks like "Reading Reconsidered." Most of the concepts and modules presented are pretty standard. There is nothing all to groundbreaking to be found here. But I think the simplicity in its format and straightforwardness in text make it more accessible than most texts on the subject matter.
This is definitely a text for professional levels individuals. I would recommend this to teachers, advisors, homeschool instructors, etc...
December 9, 2015
This book was really hard to understand, mostly because I'm not a literature teacher at any level, and I'm not even English mother tongue. Anyway what I understood was really interesting and this book really shows how to improve your teaching skills using books, as it says: "...we’ve looked at the different ways teachers can implement four “Core of the Core” ideas in the classroom. By having students read harder texts, close read rigorously to establish and analyze meaning, read lots of nonfiction, and write in direct response to written works, teachers can go a long way toward ensuring their students’ preparation for and success in college. Still, in and of themselves, those four ideas do not a competent and successful reader make. There are other important and often foundational skills necessary to success in reading.
In this second part of the book, we’ll look at those pieces essential to rigorous and thorough reading instruction. We’ll focus on a combination of fundamentals—things like increasing vocabulary or sharpening expressive reading skills—and the process of developing positive habits and systems to make classrooms more effective and efficient in supporting student success. Fortunately, these essentials also offer deep synergies with the ideas in the first part of the book. " cit.
THANKS TO SMITH PUBLICITY FOR THE PREVIEW!
In this second part of the book, we’ll look at those pieces essential to rigorous and thorough reading instruction. We’ll focus on a combination of fundamentals—things like increasing vocabulary or sharpening expressive reading skills—and the process of developing positive habits and systems to make classrooms more effective and efficient in supporting student success. Fortunately, these essentials also offer deep synergies with the ideas in the first part of the book. " cit.
THANKS TO SMITH PUBLICITY FOR THE PREVIEW!
July 28, 2021
I don't plan to shelve this one, so I guess in some ways I'll be "currently reading" it for the rest of the school year. I love the rigor and the integrated practices in this book and consider it a guiding light for my practice for the year. (I loved it so much I bought my own copy after borrowing from the library because I just didn't want to let go of it!)
September 4, 2022
A cogent, convincing argument and resource for engaging students in more challenging texts, fiction and non, and close reading with an emphasis on written responses. Video links, 20+, allow us to see these strategies in real classrooms. Relevant to all classrooms, Montessori and traditional, public or private.
August 11, 2020
"Cultural Literacy" taught me how to think about education.
"Reading Reconsidered" taught me how to teach.
Easily the best book on education that I've ever read.
"Reading Reconsidered" taught me how to teach.
Easily the best book on education that I've ever read.
August 26, 2017
Hey teachers: if you've read lots of research on reading but always felt a little empty on the 'how-to' for your classroom, you should look at this book with real intent. It approaches all reading instruction from a most 'right-side-up' view (per my own book), keeping students' post-k-12 preparation--not a love of reading or decolonizing classrooms or whatever else--at the center, and has loads of thoughtful strategies, techniques, and rationales for every facet of reading instruction.
Sure wish it would've been around 15 years or so ago, back when I was in the classroom and figuring out how to apply research insights to instruction pretty much alone. Since reading it I have recommended it left and right to staffs I've worked with, and will continue doing so.
Sure wish it would've been around 15 years or so ago, back when I was in the classroom and figuring out how to apply research insights to instruction pretty much alone. Since reading it I have recommended it left and right to staffs I've worked with, and will continue doing so.
July 21, 2019
One of the most helpful teacher books I’ve ever read on ELA. Really inspired me. I highlighted and annotated almost every page. I especially loved the chapters on vocabulary, close reading, and writing for reading. Any Reading or Writing teacher should devour this book.
2nd time reading it: just as good as the first time!
2nd time reading it: just as good as the first time!
January 23, 2021
Lemov's book his has some useful suggestions and supports for teachers. However, it is missing appropriate and necessary citations and references. I had a hard time getting past that!
June 20, 2017
In a summer where I am looking to refill my "toolbox" of teaching tricks and rethink some of my teaching practices, I've been bulldozing through several teaching books, and Reading Reconsidered has been a good one in terms of different ways of thinking about reading instruction and strategies to implement. However, the author gets on his soapbox quite a bit in the beginning, which I could have done without, and as he and I are philosophically are in disagreement about many things reading related, I almost put the book down entirely, before skipping that part altogether. I'm glad I did, because it has many helpful ideas overall, but I recommend taking some of his instructional philosophical ideas with some strong skepticism.
February 25, 2018
I skimmed this text, and found a few helpful pieces of information. I was very disappointed that the book makes no acknowledgment that students in a classroom may have a wide variety of reading levels. Donalyn Miller makes a better argument than I can about the pitfalls (and damage) a whole class novel read can have on students who do not read "on grade level." The book also suggests that teachers should be selecting all the reading material for their students. How will students learn to self-select books and reading that interest them in the future if they are not allowed to do so at school? Putting autonomy into the students' hands is how they become readers for life. Learning technical reading skills is important, but it doesn't promote reading as a lifelong pursuit.
August 10, 2020
This book was recommended to me by another teacher. It is excellent. I am going to be teaching a novel for the first time this school year and I am certain to reference the strategies modeled in this book.
If you are looking into how to utilize teaching with novels, this book is a great place to start. It is detailed and encourages you to implement various strategies or techniques by explicitly explaining and modeling them to students. This is key, and is backed by cognitive science research going back at least to the 1970s.
The book also explains that this structure is designed to help your students learn to be independent readers. So, over time, as your students gain experience you can provide more flexibility.
If you are looking into how to utilize teaching with novels, this book is a great place to start. It is detailed and encourages you to implement various strategies or techniques by explicitly explaining and modeling them to students. This is key, and is backed by cognitive science research going back at least to the 1970s.
The book also explains that this structure is designed to help your students learn to be independent readers. So, over time, as your students gain experience you can provide more flexibility.
December 11, 2019
This is one of the stronger books about ELA pedagogy that I have read. Lemov's books are good about giving practical advice for classroom teachers. I am excited to use his strategies as I begin whole class novels this school year. Though this book is not revolutionary, it gives a solid foundation for teaching background information and close reading that can change how you look at instruction. Students generally seem bored when we reread passages, but Lemov's strategies should help me get students involved and understanding the importance of close reading and finding new information in chapters we have already read.
July 4, 2020
Chapter 2 (about how to actually DO close reading) was incredibly helpful. It developed my understanding of how to ask effective questions when reading a text, and I implemented it immediately last year with great success. Unfortunately, in light of the chaos in education from COVID and my personal decision to focus on antiracist education, I have to abandon this temporarily as I research strategies for blended/online learning and racial equity training. I hope to return to this in the future, though!
August 25, 2019
I was taught how to teach readers strong books. I was not taught how to teach reading. This book does an excellent job of helping me realize how to help my students become better readers. It has helpful ideas and evidence on what needs to be done.
February 22, 2021
Very useful for pointers on designing a literacy course (I am planning Reading, Research and Nonfiction classes) It has helped me a great deal with different methods and pathways to deliver the classes. Would highly recommend this for any English/literacy development/librarian to read as CPD
June 29, 2017
A really interesting read with lots to think about. It has certainly made me rethink how I approach the teaching of reading with Year 6.
July 19, 2018
Great info-- hope to try methods in my class.
January 6, 2020
A great look at techniques to teach reading with relevance and rigor.
July 19, 2020
This book should be required reading for college students in education programs and for professional development within districts.
July 22, 2020
Good book. Though their is some self-promotion here and there but overall stays on the topic of its title.
July 25, 2020
This book breaks down reading comprehension with many examples teachers can use and apply to any work of fiction that they teach.
Want to read
April 17, 2021Note: I received a digital review copy of this book from the publisher through NetGalley.
July 30, 2021
A MUST read for English teachers - period!
May 15, 2022
Useful. Impressively specific descriptions and recommendations for classroom teaching strategies. Most can also be easily adapted for teaching one-on-one.
August 4, 2025
Required reading for teachers in the humanities. Unfortunately, it does not touch on the science of reading.
Displaying 1 - 30 of 43 reviews