| |
| |
| |
| Foundations | |
| |
| |
| |
| Fundamental Aspects of the Reading Process and Corrective Reading | |
| |
| |
| Objectives | |
| |
| |
| Key Concepts and Terms | |
| |
| |
| Study Outline | |
| |
| |
| Vignette | |
| |
| |
| Dimensions of Reading | |
| |
| |
| Reading Is a Language Process | |
| |
| |
| Reading Is a Cognitive Process | |
| |
| |
| Reading Is a Psychological or Affective Process | |
| |
| |
| Reading Is a Social Process | |
| |
| |
| Reading Is a Physiological Process | |
| |
| |
| Reading Is an Emerging Process | |
| |
| |
| Reading Represents a Linguistic Intelligence | |
| |
| |
| Beliefs About Reading | |
| |
| |
| Prevalent Views | |
| |
| |
| Personal Beliefs | |
| |
| |
| Two Major Goals of Every Reading Program | |
| |
| |
| Academic Reading | |
| |
| |
| Recreational Reading | |
| |
| |
| What Is Corrective Reading? | |
| |
| |
| Who Is the Corrective Reader? | |
| |
| |
| Summary | |
| |
| |
| Suggested Readings | |
| |
| |
| |
| The Analytic Process: Its Nature and Value | |
| |
| |
| Objectives | |
| |
| |
| Key Concepts and Terms | |
| |
| |
| Study Outline | |
| |
| |
| Justification for the Analytic Process | |
| |
| |
| Problems Associated with Assumptive Teaching | |
| |
| |
| The Analytic Process Paradigm | |
| |
| |
| Analytic Teaching: Supporting All Literacy Learners | |
| |
| |
| The Analytic Teacher | |
| |
| |
| The Analytic Process and Multiple Intelligences Theory | |
| |
| |
| Analyzing Components of the Reading Process | |
| |
| |
| Levels of Analysis and Correlative Diagnostic Questions | |
| |
| |
| Components Outside the Major Domains: Reading-Related Factors | |
| |
| |
| Basic Steps in the Analytic Process | |
| |
| |
| Analysis of Reading Behaviors | |
| |
| |
| Generation of Possible Teaching Hypotheses | |
| |
| |
| Teaching | |
| |
| |
| Reexamination of Reading Behaviors | |
| |
| |
| From Teaching Hypotheses to Lesson Plans | |
| |
| |
| Objectives | |
| |
| |
| Procedures | |
| |
| |
| A Complete Lesson | |
| |
| |
| Summary | |
| |
| |
| Suggested Readings | |
| |
| |
| |
| Language Diversity Foundations for Literacy Instruction | |
| |
| |
| Objectives | |
| |
| |
| Key Concepts and Terms | |
| |
| |
| Study Outline | |
| |
| |
| Communicative Competence | |
| |
| |
| Some Linguistic Variations | |
| |
| |
| Examples of Language Variations | |
| |
| |
| African American Vernacular English | |
| |
| |
| Additional Language Varieties | |
| |
| |
| Instructional Principles | |
| |
| |
| Summary | |
| |
| |
| Suggested Readings | |
| |
| |
| Recommended Web Sites for Related Professional Organizations | |
| |
| |
| |
| Reading-Related Factors | |
| |
| |
| Objectives | |
| |
| |
| Key Concepts and Terms | |
| |
| |
| Study Outline | |
| |
| |
| Historical Background | |
| |
| |
| Three Basic Categories | |
| |
| |
| Physical Factors | |
| |
| |
| Psychological Factors | |
| |
| |
| Environmental Factors | |
| |
| |
| Summary | |
| |
| |
| Suggested Readings | |
| |
| |
| |
| Reading Assessment: Indirect Measures | |
| |
| |
| Objectives | |
| |
| |
| Key Concepts and Terms | |
| |
| |
| Study Outline | |
| |
| |
| Assessment and Evaluation: Basic Concepts | |
| |
| |
| Definitions | |
| |
| |
| Basic Measurement Concepts | |
| |
| |
| Purposes of Testing in Reading | |
| |
| |
| Published Reading Tests | |
| |
| |
| Standardized Reading Survey Tests | |
| |
| |
| Standardized Diagnostic Reading Tests | |
| |
| |
| Criterion-Referenced Tests | |
| |
| |
| Summary | |
| |
| |
| Suggested Readings | |
| |
| |
| |
| Reading Assessment: Direct Measures | |
| |
| |
| Objectives | |
| |
| |
| Key Concepts and Terms | |
| |
| |
| Study Outline | |
| |
| |
| Commonly Used Direct Measures | |
| |
| |
| Text-Related Tests | |
| |
| |
| Informal Reading Inventories | |
| |
| |
| Cloze Procedure | |
| |
| |
| Assessment by Observation, Conferences and Interviews, and Performance Samples | |
| |
| |
| Documentation and Record Keeping | |
| |
| |
| Vignette | |
| |
| |
| Summary | |
| |
| |
| Suggested Readings | |
| |
| |
| |
| The Major Domains | |
| |
| |
| |
| The Reading/Writing Connection | |
| |
| |
| Objectives | |
| |
| |
| Key Concepts and Terms | |
| |
| |
| Study Outline | |
| |
| |
| The Role of the Teacher in a Writing Program for Struggling Readers | |
| |
| |
| Implementing the Writing Program | |
| |
| |
| Observations, Initial Assessments, and Instructional Decisions | |
| |
| |
| Nonstructured Writing Activities | |
| |
| |
| Structured Writing Lessons and Activities | |
| |
| |
| A Focus on SLL: The Language Experience Approach | |
| |
| |
| Writing Instruction and Authentic Assessment: A Continuous Process | |
| |
| |
| Shared Observations | |
| |
| |
| Postwriting Questionnaires | |
| |
| |
| Spelling Questionnaires | |
| |
| |
| Portfolios | |
| |
| |
| Summary | |
| |
| |
| Suggested Readings | |
| |
| |
| |
| Word Recognition | |
| |
| |
| Objectives | |
| |
| |
| Key Concepts and Terms | |
| |
| |
| Study Outline | |
| |
| |
| Listening Vocabulary | |
| |
| |
| Assessment | |
| |
| |
| Instruction | |
| |
| |
| Sight Vocabulary | |
| |
| |
| Assessment | |
| |
| |
| Instruction | |
| |
| |
| Fluency | |
| |
| |
| Predictable Language Method | |
| |
| |
| Neurological Impress Method (NIM) | |
| |
| |
| Repeated Readings | |
| |
| |
| Echo Reading | |
| |
| |
| Readers Theatre | |
| |
| |
| Word Recognition Strategies | |
| |
| |
| Use of Context Clues | |
| |
| |
| Expectancy and Picture Clues | |
| |
| |
| Meaning Clues | |
| |
| |
| Visual Analysis | |
| |
| |
| Monosyllabic Words | |
| |
| |
| Polysyllabic Words | |
| |
| |
| Assessment | |
| |
| |
| Instruction | |
| |
| |
| A Focus on SLL: Word Configuration Boxes | |
| |
| |
| Knowledge of Word Parts | |
| |
| |
| Assessment | |
| |
| |
| Instruction | |
| |
| |
| Blending and Synthesizing | |
| |
| |
| Assessment | |
| |
| |
| Instruction | |
| |
| |
| Summary | |
| |
| |
| Suggested Readings | |
| |
| |
| |
| Reading Comprehension: Foundations | |
| |
| |
| Objectives | |
| |
| |
| Key Concepts and Terms | |
| |
| |
| Study Outline | |
| |
| |
| Background | |
| |
| |
| Factors Affecting the Comprehension Process | |
| |
| |
| Factors within the Reader | |
| |
| |
| Factors within the Written Message | |
| |
| |
| Environmental Factors | |
| |
| |
| Theories and Models of the Comprehension Process | |
| |
| |
| Schema Theory | |
| |
| |
| Reading Comprehension as Cognitive-Based Processing | |
| |
| |
| Reading Comprehension as Sociocognitive Processing | |
| |
| |
| Reading Comprehension as Transactional | |
| |
| |
| Reading Comprehension as Transactional-Sociopsycholinguistic | |
| |
| |
| Reading Comprehension as Influenced by Attitude | |
| |
| |
| Skilled versus Less Skilled Comprehenders | |
| |
| |
| Assessment and Instruction for General Comprehension | |
| |
| |
| Assessing the Ability to Organize Text | |
| |
| |
| Instruction for General Comprehension | |
| |
| |
| A Focus on SLL: The Experience-Text-Relationship Method | |
| |
| |
| Summary | |
| |
| |
| Suggested Readings | |
| |
| |
| |
| Meaning Vocabulary | |
| |
| |
| Objectives | |
| |
| |
| Key Concepts and Terms | |
| |
| |
| Study Outline | |
| |
| |
| Introduction | |
| |
| |
| Assessing Knowledge of Word Meanings | |
| |
| |
| Identification | |
| |
| |
| Multiple Choice | |
| |
| |
| Matching | |
| |
| |
| Checking | |
| |
| |
| Instruction for Word Meanings | |
| |
| |
| General Instructional Procedures | |
| |
| |
| Vocabulary Exercises | |
| |
| |
| A Focus on SLL: Homophones, Homographs, and Idioms | |
| |
| |
| Instruction for Specialized Vocabulary | |
| |
| |
| Summary | |
| |
| |
| Suggested Readings | |
| |
| |
| |
| Reading Comprehension and Strategic Reading for Narrative Text | |
| |
| |
| Objectives | |
| |
| |
| Key Concepts and Terms | |
| |
| |
| Study Outline | |
| |
| |
| Assessment for Narrative Text: Retellings | |
| |
| |
| Instruction for Narrative Text | |
| |
| |
| A Focus on SLL: Generating Stories | |
| |
| |
| Summary | |
| |
| |
| Suggested Readings | |
| |
| |
| |
| Strategic Reading for Expository Text | |
| |
| |
| Objectives | |
| |
| |
| Key Concepts and Terms | |
| |
| |
| Study Outline | |
| |
| |
| Assessing Awareness of Strategic Reading and Study Habits | |
| |
| |
| Instructional Techniques for Developing Strategic Reading Habits | |
| |
| |
| Stages of Studying | |
| |
| |
| A Focus on SLL: GIST--Generating Interaction between Schemata and Text | |
| |
| |
| General Study Strategies | |
| |
| |
| Summary | |
| |
| |
| Suggested Readings | |
| |
| |
| |
| Study Skills | |
| |
| |
| Objectives | |
| |
| |
| Key Concepts and Terms | |
| |
| |
| Study Outline | |
| |
| |
| Study Skills and the Struggling Reader | |
| |
| |
| Assessing Locational Skills | |
| |
| |
| Alphabetizing | |
| |
| |
| Book Parts | |
| |
| |
| Reference Materials | |
| |
| |
| Reference Skills | |
| |
| |
| Instruction for Developing Locational Skills | |
| |
| |
| General Teaching Procedures for Direct Instruction | |
| |
| |
| Specific Activities | |
| |
| |
| Assessing for Organizing Information | |
| |
| |
| Attentive Listening | |
| |
| |
| Classifying Words, Phrases, and Sentences | |
| |
| |
| Main Ideas and Supporting Details | |
| |
| |
| Sequencing | |
| |
| |
| Summarizing and Synthesizing | |
| |
| |
| Listening, or Auditory Comprehension | |
| |
| |
| Instruction for Organizing Information | |
| |
| |
| Attentive Listening | |
| |
| |
| Classifying | |
| |
| |
| Main Ideas and Supporting Details | |
| |
| |
| Sequencing | |
| |
| |
| Summarizing and Synthesizing | |
| |
| |
| Listening, or Auditory Comprehension | |
| |
| |
| Note Taking | |
| |
| |
| A Focus on SLL: Dictogloss | |
| |
| |
| Outlining | |
| |
| |
| Assessing for Interpretation of Graphic and Pictorial Materials | |
| |
| |
| Instruction for Interpreting Graphic and Pictorial Materials | |
| |
| |
| General Teaching Procedure | |
| |
| |
| Real-World Usage | |
| |
| |
| Summary | |
| |
| |
| Suggested Readings | |
| |
| |
| |
| Arts at Every Opportunity: Weaving It All Together | |
| |
| |
| Objectives | |
| |
| |
| Key Concepts and Terms | |
| |
| |
| Study Outline | |
| |
| |
| Overview | |
| |
| |
| Meeting the Needs of All Learners | |
| |
| |
| Multiple Intelligences | |
| |
| |
| Empowering Students from Diverse Backgrounds | |
| |
| |
| Support for Integrating the Arts | |
| |
| |
| Using Creativity, Imagination, and Professional Expertise to Plan Lessons | |
| |
| |
| Arts at Every Opportunity in a Corrective Reading Program | |
| |
| |
| Developing Proficiency in Weaving Literacy Lessons with the Arts | |
| |
| |
| Carefully Studying Student Responses | |
| |
| |
| Complementing Literature with Creative Visuals | |
| |
| |
| Linking Literacy Lessons with the Visual Arts | |
| |
| |
| Beginning in Modest Ways | |
| |
| |
| Combining Creative Writing with the Visual Arts | |
| |
| |
| Creating Visual Representations of Snow White and the Poison Apples | |
| |
| |
| Mural Constructions of Gregory Cool | |
| |
| |
| K-W-L and The Very Hungry Caterpillar | |
| |
| |
| Linking Literacy Lessons with Drama Enactments | |
| |
| |
| A Focus on SLL: Choral Reading in Readers Theatre | |
| |
| |
| Choral Reading | |
| |
| |
| A More Formal Drama Enactment | |
| |
| |
| A Scripted, Rehearsed Puppet Show | |
| |
| |
| Linking Literacy Lessons with Music | |
| |
| |
| Infusing Music into Every Teaching Session | |
| |
| |
| Enjoyment and Informality | |
| |
| |
| A Chant with Rhyming Words | |
| |
| |
| Content Reading and Music | |
| |
| |
| A Native American Song with "Talking Hands" | |
| |
| |
| Linking Literacy with Dance | |
| |
| |
| Spontaneous Dance | |
| |
| |
| Envisioning the Solar System through Dance | |
| |
| |
| Dance of the Birds, Reptiles, and Mammals | |
| |
| |
| Summary | |
| |
| |
| Suggested Readings | |
| |
| |
| |
| Weekly Progress Report | |
| |
| |
| |
| Useful Websites Related to Literacy Development | |
| |
| |
| |
| IRA/NCTE Standards for the English Language Arts | |
| |
| |
| |
| Books to Build the Self-Esteem of Students in Multiethnic Settings | |
| |
| |
| |
| Text Readability | |
| |
| |
| |
| Instructional Environment Survey | |
| |
| |
| |
| Levels of Analysis and Correlative Diagnostic Questions: A Summary | |
| |
| |
| |
| Gathering Affective Information | |
| |
| |
| |
| Stages in Spelling Development | |
| |
| |
| |
| Scoring Systems for Writing | |
| |
| |
| |
| James McCarthy's "Our Visit to the Farm" | |
| |
| |
| |
| Useful Phonics Generalizations | |
| |
| |
| Glossary | |
| |
| |
| References | |
| |
| |
| Index | |