This paper reports on the creation, growth, and continual development of a teacher-researcher community formed in conjunction with the University of Georgia site of the National Reading Research Center (NRRC). The National Reading Research Center School Research Consortium (SRC) is a teacher-researcher community that includes approximately 35…

Based on the premise that portfolios form part of a process to enable the teacher more truly to become a facilitator, this report presents the narratives of an 8th-grade reading workshop teacher and a 12th-grade honors course teacher. The report begins with a brief section explaining the principles of the project. The format of the report is a…

"Questioning the Author" is a particular style of classroom discussion that tries to get young students (fourth and fifth graders) to actively grapple with the ideas they read about in class. It may be distinguished from other reading strategies by the following approaches: (1) it addresses a text as the product of a fallible author; (2)…

Thirteen years after the first edition of this book, significant changes in social and intellectual life have made the subject of classroom discourse more important than ever, and this new edition integrates current perspectives and research. New features in the book include: a new rationale for the importance of student-teacher talk (the…