Building Classroom Reading Communities: Retrospective Miscue Analysis and Socratic Circles. Questo articolo non è disponibile.Building Classroom Reading Communities: Retrospective Miscue Analysis and Socratic Circles

Developed for teaching learners of all abilities, this guide presents a powerful approach to literacy development for elementary students based on individual coaching, classwide discussions, and assessment.

Rita A. Moore, a former Title I reading teacher and high school language arts teacher, is a professor of education and associate dean at Willamette University in Salem, Oregon. She and her colleague Victoria N. Seeger have worked continuously together since 2001 on research including professional development schools, classroom research for teachers, and RMA, from which they have coauthored several articles. In addition to Reading Conversations: RMA with Struggling Readers Grades 4-12 (2005), coauthored with Carol Gilles, Moore has written Classroom Research for Teachers: A Practical Guide (2004) and has published over 30 articles in peer-reviewed journals on topics related to literacy education and the preparation of preservice teachers. 

Moore  holds a master’s degree in reading from Southwest Missouri University and a PhD in literacy education from the University of Missouri-Columbia. She is dedicated to the notion that the integral and often seamless connectivity between language and literacy defines us as human beings and empowers us as learners.

Victoria N. Seeger is a former classroom teacher. A veteran public school teacher of 14 years, Seeger is now a literacy coach for a large school district in Topeka, Kansas, as well as an adjunct instructor at Washburn University in Topeka. She and her colleague Rita A. Moore have worked continuously together since 2001 on research including professional development schools, classroom research for teachers, and RMA, from which they have coauthored several articles. Additionally, Seeger contributed to the book Reading Conversations: RMA with Struggling Readers Grades 4-12 (2004) coauthored by Rita Moore and Carol Gilles. Seeger regularly conducts professional development workshops on literacy strategies and curriculum development in the Seaman 501 School District in Topeka. She has also served as consultant to preservice literacy education classrooms through the University of Montana-Western.

Seeger holds a master′s degree in education from Washburn University and will finish her PhD in literacy curriculum and instruction from Kansas State University in Manhattan, Kansas, in the fall of 2009. She is dedicated to the notion that the integral and often seamless connectivity between language and literacy defines us as human beings and empowers us as learners.