Principles and Practices of Teaching Reading

ISBN-10: 0130420832
ISBN-13: 9780130420831
Edition: 10th 2002 (Revised)
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Description: For courses in Foundations of Reading, Teaching Reading in the Elementary School and Trends in Reading Education. Although this text promotes a balanced approach for the introductory courses for reading, it has long been recognized as a leader in  More...

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Book details

List price: $200.80
Edition: 10th
Copyright year: 2002
Publisher: Prentice Hall PTR
Publication date: 7/24/2001
Binding: Paperback
Pages: 608
Size: 7.48" wide x 9.13" long x 0.83" tall
Weight: 2.244
Language: English

For courses in Foundations of Reading, Teaching Reading in the Elementary School and Trends in Reading Education. Although this text promotes a balanced approach for the introductory courses for reading, it has long been recognized as a leader in phonics instruction. This tenth edition strengthens the text's reputation and serves as an authoritative and practical guide to teaching reading. Throughout the text readers will experience a wealth of classroom applications in the form of activities and games, detailed lesson plans, and examples of decoding and comprehension strategies.

Foundations of Literacy Instruction
Principles of Reading Instruction
A Message to Teachers-in-Training
The Reading Process
Underlying Theories
What Constitutes a Balanced Literacy Program?
What Are the Stages of Reading Development?
Principles of Reading Instruction
Summary
Bibliography
Teacher Effectiveness in a Balanced Literacy Program
Historical Overview
Major Efforts: Converging Evidence
Characteristics of Effective Literacy Instruction
Assessing Students' Reading
Explicit/Direct Instruction
Opportunity to Learn
Attention to Learning Tasks
Teacher Expectations
Classroom Management
Decision Making in Reading Instruction
Summary
Bibliography
Language: The Key to Literacy
Language and Reading and Writing
Recognizing Words
Constructing Meaning
Oral Language and Reading
Balanced Reading Instruction That Builds on Oral Language
Contextualized Language
Structure of Language
Terms Associated with Phonology
Terms Associated with Meaning Features of Language
Terms Associated with Structural Features of Language
Language Variations
Culturally and Linguistically Diverse Learners
The Reading and Writing Connection
Interactive Features of Reading and Writing in Constructing Meaning
Considerations for a Language-rich Classroom Environment
Classroom Centers
Reading Activities and Instructional Opportunities in a Language-rich Environment
Writing Activities and Instructional Opportunities in a Language-rich Environment
Summary
Bibliography
Emergent Literacy
The Concept of Emergent Literacy
Characteristics of Emergent Literacy
Variations in Children's Literacy Experiences
Acquiring Concepts About Print: Home-School Connections
Environmental Print
Art and Play Activities
Print Concepts Associated with Decontextualized Language
Print Is Meaningful
Language Used to Talk About and Teach Literacy
Phonemic Awareness
Instructional Features of Early Literacy and Beginning Literacy Programs
Language-Based Reading and Writing Instruction
Play and Learning Centers
Reading and Writing Centers
Thematic Units for Writing and Reading Activities
Literature, Book, and Writing Activities
Poetry in the Literacy Program
Reading Aloud and Telling Stories
Explicit/Direct Instructional Activities
Guided Reading
Listening Capabilities
Visual Discrimination
Phonemic Awareness
Visual and Auditory Integration
Phonics
Building Background Knowledge and Fostering Reading Comprehension
Assessing Emergent Literacy
Information from Parents
Observing Children's Literacy Behaviors
Classification Scheme for Assessment of Emergent Reading and Writing
Language-Based Assessment Techniques
Using Assessment Information
Summary
Bibliography
Teaching Students to Become Strategic Readers
Word Identification
Word-Identification Strategies
Integration in Authentic Reading Situations
Five Major Instructional Tasks
Sight Vocabulary
Names
Picture Dictionaries
Reporters' Questions
Position Words
Words Often Confused
Scrambled Sentences
Classification
Phonics
Importance of Phonic Instruction
Tasks in Phonics
Phonic Instruction
Teaching Methods
Explicit/Direct Teaching of Phonics
Word Sorts
Developing Fluency
Practical Techniques for Developing Automaticity or Fluency
Repeated Readings
Phrase Reading
Readers Theatre
Structural Analysis
Inflectional Endings
Prefixes and Suffixes
Compound Words
Contextual Analysis
Syntactic Clues
Semantic Clues
Contextual-Analysis Instruction
Dictionary Instruction
Summary
Bibliography
Meaning Vocabulary
Vocabulary Knowledge and Reading
Language Development and Word Meanings
Vocabulary Growth
Vocabulary and Concept Development
Explicit Vocabulary Instruction
Concept Wheel/Circle
Semantic Mapping
Concept of Definition
Webbing
Semantic-Features Analysis
Teaching Relationships Among Words
Word-Association Vocabulary Instruction
Contextual Approaches
Modeling Application/Contribution of Context to Word Meaning
Different Meanings for the Same Word
Homonyms
Language-Based Approaches
Independent Reading Programs
Poetry Writing
Writing: Journals, Diaries, and Response Journals
Student-Compiled Dictionaries
Summary
Bibliography
Comprehension
Conceptualizations of Reading Comprehension
The Interactive View
Schema Theory
What to Teach
Determining Importance
Summarizing Information
Drawing Inferences
Generating Questions
Monitoring Comprehension
Questioning Strategies to Promote Comprehension and Understanding
Literal Questions
Inferential Questions
Helping Students Develop Comprehension Strategies (Question-and-Answer Relationships)
Teacher Responses/Wait-Time
Explicit/Direct Comprehension Instruction
Rethinking Explicit/Direct Instruction
Modeling
Scaffolding
Effective Explicit/Direct Comprehension Instruction Guidelines
Example of Explicit/Direct Comprehension Instruction
Determining What Is Important
Modifying Explicit/Direct Reading Instructional Activities
Anticipation Guides
Developing Fluency
Story Schema
Setting
Theme
Plot
Resolution
Guidelines for Teaching Story Structure
Story Mapping
Visual Displays of Texts
Discussion Webs
Reciprocal Teaching
Literature Circles
Oral Language, Readers' Theater, and Visual Arts
Oral-Language Interactions
Readers' Theater
Visual Arts
The Reading and Writing Connection
Probable Passages
Thinking and Writing About What Students Read
Developing the Reader-Writer Relationship
Comprehension Activities
Summary
Bibliography
Implementing a Literacy Program
Instructional Approaches for Teaching Literacy
Knowing Multiple Ways to Teach for a Balanced Approach
Background Knowledge
Basal Readers
Design and Content
Advantages of Basal Series
Today's Newer Basals
Teacher's Editions
Practice Materials
Guided Reading
Guided Reading Plan
A Critical View
Going Beyond the Basal
Instructional Procedures
The Language-Experience Approach (LEA)
Features of the LEA
Expansions and Variations of the Language-Experience Approach
Use of Technology in Literacy Instruction
Software Programs
Computer-Based Multimedia
Software Evaluation
Instructional Principles
Summary
Bibliography
Literature-Based Reading Programs
Literature-Based Reading Programs
The Literature and Reading Connection
Selecting Literature
Sources
Evaluation Criteria
Developing Literary Enjoyment and Appreciation
Oral Reading to Students
Recreational-Reading Groups
Reader Response Groups
Developing Reading Skills Through Literature
Using Predictable Books
Increasing Vocabulary Knowledge Through Literature
Semantic Mapping and Vocabulary Development
Developing Understanding of Literary Elements
Semantic Mapping
Plot Structures
Modeling Literary Analysis
Summary
Bibliography
Content-Area Reading
Major Goals and Trends in Content Reading
Content-Oriented Literature
Integrating Writing in the Content Areas
Integrating Comprehension Strategies
Primary-Grade Emphasis
Expository Text
Organizational Structures
Readability
Components of Content Reading
Vocabulary Development
Studying Strategies
Reading and Study Skills
Collecting, Analyzing, and Criticizing Data
Summary
Bibliography
Literacy Assessment
Meeting Individual Needs
Differentiated Instruction
Forms of Assessment
Standardized Tests
Typical Features
Norm-Referenced Tests
Criterion-Referenced Tests
Diagnostic Tests
Cautions About Standardized Tests
Informal Assessment
Teacher Observation/Kid Watching
Assessment Materials That Accompany Published Reading Materials
Informal Reading Inventories
Running Records
Cloze Procedure
Authentic Assessment/Performance-Based Assessment
Rubrics
Anecdotal Records
Response Journals
Portfolios
Summary
Bibliography
Classroom Management and Organization
The Importance of Classroom Management
Preventative Classroom Management
Grouping for Instruction
Large Groups
Small Groups
Paired/Peer Groups
Skill Groups
Interest Groups
Research Groups
Cooperative Groups
Ability Groups
Organizing a Class for Instruction
Alternative Management Approaches
The Ungraded School
The Integrated Unit
Individualized Reading
Practices
Problems
Applications
Summary
Bibliography
Focus on All Learners
Accepting Difference
Cultural and Linguistic Diversity
Early Reading Approaches for Culturally and Linguistically Diverse Students
Academic Early Reading Intervention
Approaches to Teaching Reading and Writing to Culturally and Linguistically Diverse Students
The Language-Experience Approach
An Integrated Language Approach
The Literature-Based Reading Approach: Integrating Multiethnic Literature
The Oral Reading Approach
The Basal Reader Approach
The Dual-Language Reading Approach
Expanding and Developing Meaning Vocabulary
Special Students
Mainstreaming
Inclusion
The Individualized Education Plan
Attention-Deficit Hyperactivity Disorder
Gifted Students
Summary
Bibliography
Appendix
Glossary
Index

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