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Readingand Learning To Readthe Reading Process | |
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The Cognitive-Constructivist View of Reading | |
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In the Classroom 1.1: Using Background Knowledge | |
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The Cognitive Orientation | |
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Schema | |
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Constructivism | |
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Reader-Response Theory | |
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Sociocultural Theory | |
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Reflect and Apply | |
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Concepts That Elaborate and Complement the Cognitive-Constructivist View | |
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The Interactive Model of Reading | |
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Automaticity | |
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Metacognition | |
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The Reading Corner: Books That Help Build Automaticity | |
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The Reading Proficiency Of U.S. Studentsa | |
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Response to Current Criticisms | |
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Literacy for Today's and Tomorrow's World | |
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In the Classroom 1.2: Developing Present-Day Literacy in Sixth Grade | |
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Reflect and Apply | |
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A Literacy Curriculum For Today's And Tomorrow's World | |
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Phonemic Awareness and Other Aspects of Emergent Literacy | |
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Phonics and Other Word Recognition Skills | |
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Fluency and Matching Students with Appropriate Texts | |
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Vocabulary Learning and Instruction | |
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Scaffolding Students Comprehension of Text | |
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Teaching Comprehension Strategies | |
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Encouraging Independent Reading and Reader Response | |
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Fostering Higher-Order Thinking and Deep Understanding | |
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Reflect and Apply | |
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An Overview Of This Book | |
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Chapter-by-Chapter Overview | |
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The Components and Organization of the Chapters | |
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Strengths And Challenges Of Diversity | |
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Concluding Remarks | |
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Extending Learning | |
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Children's Literature | |
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Reading Instructioninstructional Principles | |
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Traditional Instructional Principles | |
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Focusing on Academically Relevant Tasks | |
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Employing Active Teaching | |
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Fostering Active Learning | |
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The Reading Corner: Informational Books That Give Students Opportunities to Make Critical Responses | |
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In the Classroom 2.1: Actively Engaging Students in Reading and Responding to a Text | |
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Distinguishing Between Instruction and Practice | |
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Providing Sufficient and Timely Feedback | |
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Teaching for Transfer | |
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Reflect and Apply | |
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Constructivist and Sociocultural Perspectives on Instruction | |
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Scaffolding | |
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The Zone of Proximal Development | |
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The Gradual Release of Responsibility Model | |
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Cognitive ModelingIn the Classroom 2.2: Cognitive Modeling | |
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Direct Explanation | |
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Contextualizing, Reviewing, and Practicing What Is Learned | |
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Teaching for Understanding | |
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Cooperative Learning | |
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Reflect and Apply | |
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A Brief History Of Reading Instruction In The United States | |
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The Colonial Period and the 19th Century | |
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The Heyday of Basal Readers | |
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The Challenge to Basal Readers: Whole-Language and Literature-Based Approaches | |
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Massive Federal Intervention in Reading | |
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Reading Instruction At Its Best | |
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Reflect and Apply | |
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Strengths And Challenges Of Diversity | |
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Differing Participation Structures | |
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A Diverse Classroom Library and Time to Read | |
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High Achievement for Students of Color | |
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Concluding Remarks | |
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Extending Learning | |
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Children's Literature | |
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Motivation And Engagementmaking Motivation A Top Priority | |
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The Critical Importance of Success | |
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Creating A Literate Environment | |
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Modeling | |
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Time | |
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The Classroom | |
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Materials | |
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In the Classroom 3.1: Assessing Students' Reading Attitudes and Interests | |
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The Reading Corner: Books about Food and Families in Many Cultures | |
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Choice | |
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In the Classroom 3.2: Poetry Browsing to Create Interest | |
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Clas | |