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Preface | |
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Acknowledgments | |
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About the Author | |
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Becoming an Effective and Influential Literacy Teacher | |
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Characteristics of Influential Teachers | |
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An Overview of Effective Instructional Approaches | |
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A Historical Perspective on Literacy Instruction in the United States | |
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The Challenge of Becoming an Effective and Influential Teacher | |
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Chapter Summary | |
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Bridges to the Classroom | |
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Bridges to Practice and Research | |
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Understanding Meaning Making and the Reading and Writing Process | |
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Expert Reader Competencies | |
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Children's Oral Language Development | |
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Children's Emergent Literacy and Literacy Development in the Elementary School Years | |
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Factors that Influence Oral and Written Language Development | |
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The Sociocognitive Theory of Language and Literacy Development | |
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The Reading Process--A Synthesis | |
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Chapter Summary | |
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Bridges to the Classroom | |
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Bridges to Practice and Research | |
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Understanding Early Reading and Writing Development | |
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Types of Meaning in Meaning Negotiation | |
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Ambiguity and Risk in Meaning Negotiation | |
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Optimal Conditions for Literacy Learning | |
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Children's Early Reading Development | |
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Developing Literacy Awareness | |
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Early Literacy Classrooms | |
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Chapter Summary | |
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Bridges to the Classroom | |
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Bridges to Practice and Research | |
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Using Instructional Strategies to Develop Reading Comprehension | |
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Children's Comprehension Development | |
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Comprehension Instruction in the Classroom | |
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Group Reading Approaches for Comprehension | |
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Chapter Summary | |
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Bridges to the Classroom | |
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Bridges to Practice and Research | |
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Building Vocabulary and Comprehension Connections | |
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Vocabulary Acquisition | |
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Goals and Objectives of Vocabulary Instruction | |
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Active Learning in Vocabulary Learning Contexts | |
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Before-Reading Vocabulary Instruction: Teaching Vocabulary in Context (TVC) | |
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During-Reading Vocabulary Instruction: The Context-Structure-Sound Reference (CSSR) System | |
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After-Reading Vocabulary Instruction: The Vocabulary Self-Collection Strategy (VSS) | |
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Instruction to Support Word Learning and Build Meaning Connections | |
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Chapter Summary | |
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Bridges to the Classroom | |
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Bridges to Practice and Research | |
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Building Word Analysis Strategies and Skills | |
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Phonics and Word Analysis: A History of Controversy | |
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Developmental Stages in Word Recognition | |
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Goals and Objectives for Teaching Word Analysis Skills | |
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Instructional Strategies for Teaching Phonics | |
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Instructional Strategies for Teaching Syllable Identification | |
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Instructional Strategies for Teaching Compound Words | |
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Instructional Strategies for Teaching Affixes and Roots | |
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Instructional Strategies for Teaching Context Clues | |
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Instructional Strategies for Developing Reading Fluency | |
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Skill Application through Wide Reading | |
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Chapter Summary | |
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Bridges to the Classroom | |
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Bridges to Research and Practice | |
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Using Literature and Reader Response to Enhance Motivation and Comprehension | |
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Goals of a Literature Program | |
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Three Steps in the Reader Motivation and Response Process | |
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Influence of Instructional Stances on Reader Response | |
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Sources of Reader Motivation | |
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Selecting Literature | |
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Types of Children's Literature | |
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Developing the Classroom Reading Center | |
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Instructional Strategies for Teaching Literature | |
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Evaluating Children's Progress in Responding to Literature | |
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Chapter Summary | |
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Bridges to the Classroom | |
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Bridges to Research and Practice | |
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Developing Children's Reading and Writing in Content Areas | |
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Relationships among Reading, Writing, and Learning | |
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Content Area Literacy in Perspective | |
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Guiding Children's Reading in Content Area Instruction | |
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Guiding Children's Writing in Content Area Instruction | |
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Developing Children's Handwriting | |
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Integrating Reading and Writing across the Curriculum | |
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Chapter Summary | |
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Bridges to the Classroom | |
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Bridges to Practice and Research | |
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Instructing Delayed Readers in a Regular Classroom Setting | |
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Understanding Delayed Readers | |
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Meeting the Needs of Delayed Readers | |
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Final Thoughts | |
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Chapter Summary | |
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Bridges to the Classroom | |
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Bridges to Practice and Research | |
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Understanding Language and Cultural Diversity and Special Needs | |
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Understanding the Impact of Diversity | |
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Children's Language Acquisition Strategies | |
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Children's Language and Culture | |
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Programs for Students with Limited English Proficiency | |
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Specific Classroom Strategies for Teaching Bilingual Learners | |
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Understanding Students with Special Needs | |
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Using Tutors to Assist in Meeting Student Needs | |
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Chapter Summary | |
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Bridges to the Classroom | |
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Bridges to Practice and Research | |
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Assessing Children's Progress in Literacy Development | |
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Principles of Assessment | |
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Classroom Observations | |
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Portfolio Assessment | |
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Formal Assessment | |
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Communicating Student Progress to Parents | |
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Chapter Summary | |
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Bridges to the Classroom | |
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Bridges to Practice and Research | |
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Examining Instructional Approaches to Literacy Learning | |
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The Basal Reader Approach | |
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The Literature-Based Approach | |
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The Whole Language Approach | |
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Evaluation of Instructional and Supplementary Programs | |
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Technology-Based Instruction | |
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Chapter Summary | |
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Bridges to the Classroom | |
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Bridges to Practice and Research | |
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Continuing Your Professional Growth as an Effective and Influential Literacy Teacher | |
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Processes of Professional Development | |
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Your Personal and Professional Support Network | |
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Professional Connections for Reading and Writing Teachers | |
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The Role of Professional Reflection | |
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Chapter Summary | |
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Bridges to the Classroom | |
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Bridges to Practice and Research | |
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Newbery Medal Books | |
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Caldecott Medal Books | |
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General References | |
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Children's References | |
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Name Index | |
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Subject Index | |