Reading in order to teach reading

Processive literacy as a model for overcoming difficulties

Abstract

This article focuses on the transition of preservice teachers from reading a novel to the stage of teaching it. The goal of this study was to map the difficulties that preservice teachers encounter in the learning stage and in the transition to teaching; based on the findings, we offer a model of processive literacy as the basis for a curriculum focused on how to overcome the challenges inherent to the reading of literary texts. The model consists of three branches under the umbrella of processive literacy: (1) generic literacy (2) disciplinary literacy (3) poetic literacy. Learning-teaching model for the genre of novel seeks to turn the learner-reader into a reading-learner.