Reading Process and Practice

ISBN-10: 0325003777
ISBN-13: 9780325003771
Edition: 3rd 2002
List price: $50.00 Buy it from $3.00
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Description: Authoritative. Comprehensive. Definitive. Reading Process and Practice, since its original publication in 1988, has helped countless preservice and practicing teachers better understand the reading process and translate it into classroom practiceso  More...

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Book details

List price: $50.00
Edition: 3rd
Copyright year: 2002
Publisher: Heinemann
Publication date: 4/26/2002
Binding: Paperback
Pages: 448
Size: 7.00" wide x 8.75" long x 0.75" tall
Weight: 1.892
Language: English

Authoritative. Comprehensive. Definitive. Reading Process and Practice, since its original publication in 1988, has helped countless preservice and practicing teachers better understand the reading process and translate it into classroom practiceso much so that the book has become the essential guide for teachers. Now, internationally recognized researcher and educator Constance Weaver has thoroughly updated her book. Clarifying theory with explanations and examples, as always, Weaver incorporates especially timely informationaccurate data, informed critique, and results of often-ignored researchto help teachers counteract government and corporate intrusion into classrooms. Effective instruction stems from a sensitive, informed response to students' needs; the aim of this book is to help teachers achieve that goal. To that end, Weaver has written five new chapters on assessing and helping readersenough information to do miscue analysis successfully, to develop a reader profile, and to carry out instructional support for individual readers. To make the book accessible to both undergraduate and graduate students, as well as to new and veteran teachers, she has included definitions and concepts that are repeated throughout the book to provide multiple entry points into key understandings and issues. A new chapter describes what a comprehensive literacy program might include and how it might be structured, while practical chapters flesh out specific components of such a program. Finally, the book is designed so that teachers and teacher educators can cluster chapters in alternative orderings, depending upon the literacy programs in which they teach or the nature of the courses they are teaching. And there's another new and special addition. An associated website contains an extensive bibliography compiled and annotated by first-grade teacher Catherine Compton-Lilly. Numerous sections cover topics that range from being a teacher, choosing books for children, and working with parents to teaching reading in elementary, middle, and high school. Purchasers of the book can download this information-and more-for free at .

Constance Weaver, Professor Emerita of English at Western Michigan University, has published five books with Heinemann: Grammar to Enrich and Enhance Writing (2008), The Grammar Plan Book (2007), Reading Process and Practice, Third Edition (2002), Teaching Grammar in Context (1996), and the edited Lessons to Share on Teaching Grammar in Context (1998). She is also the author of Grammar for Teachers (1979, NCTE). In 1996, the Michigan Council of Teachers of English honored Weaver with the Charles C. Fries award for outstanding leadership in the profession. Her interests include holistic health, kayaking, enjoying mountains and waterfalls, and traveling.

Preface
Definitions of Reading: They Make a Difference
The Importance of a Definition
Characterizing Reading and Reading Instruction
Activity 1
Activity 2
Activity 3
For Further Exploration
Schemas and Transactions in the Reading Process
Comprehending and Learning to Read
The Meaning of Words and Sentences: A First Look
Schemas: What Are They?
Schemas in Reading
Schemas and Transactions
Pragmatics: Situational, Social, and Cultural Factors in Reading
Transactions Within the Language of the Text: Grammatical Signals
Surface Versus Deep Structure
Contrasting Models of Reading and Learning to Read
Comprehending Language in Reading
A Skills View of Reading and Learning to Read
A Transactional, Sociopsycholinguistic View of Reading and Learning to Read
For Further Exploration
Contexts and Strategies in the Reading Process
The Varieties of Context: An Overview
Context Beyond the Sentence and the Text
Using Context to Determine Meaning and Acquire Vocabulary
Using Context to Identify Words
Context Within the Sentence
Language Cues and Reading Strategies
Context in Reading: Review and Preview
For Further Exploration
What Miscues Tell Us About Reading and Readers: Reciprocal Insights
Reading Proficiency and the Use of Context
Miscues on Basic Sight Words
Constructing Meaning and Reconstructing Text
Good Versus Less Proficient Readers' Use of Context
Why Not Word Identification?
Words as Symbols
Constructing Meaning Without All the Words
Constructing Meaning and Forgetting the Words
Implications for Understanding Dialect Miscues
Revaluing Readers
Review and Beyond
For Further Exploration
Word Perception in the Reading Process
The Eyes and the Brain
Parts of Words at Work
Activity 1
Activity 2
Activity 3
Parts of Words in Review
How We Perceive Words
Activity 1
Activity 2
Syllables: A Perceptually Salient Unit
More on Reading by Analogy
The Role of Phonics Rules in the Reading Process
Word Parts and Word Perception in Review
Eye Movement and Eye Fixation Studies and the Perception of Words
Popular Claims by Oft-Cited Researchers
Eye Fixation Research
Proficient Reading: "Flow" Rather than "Fluency"
Towards a More Complete Model of the Reading Process
For Further Exploration
Understanding What Miscues Can Tell Us About Readers' Strategies
What We Can Learn by Analyzing Miscues
Miscue Markings
Substitution
Insertion
Omission
Partial
Reversal
Correction
Unsuccessful Attempt at Correction
Abandoning a Correct Response
Repetition
Pause
Sounding Out
Mumble
Miscues That Reflect Good Strategies
Miscues That Reflect Good Prediction
Miscues Involving Pronouns and Function Words
Miscues That Reflect Readers' Language Patterns
Immature Speech Pattern
Ethnic, Social, or Regional Dialect
ESL-Related and EFL-Related Miscues
Miscues That Result from Monitoring Comprehension
Restructurings
Regressions to Correct
Repetitions and Pauses
Miscues That Suggest Inefficient Reading
Overcorrection of Miscues
Miscues That Suggest Ineffective Reading
The Use of Graphic Cues in Relation to Other Cues
Effective Use of Graphic Cues Along with Other Cues
Underuse of Graphic Cues
Overuse of Graphic Cues and Underuse of Other Cues
Related but Different Approaches to Miscue Analysis
Miscue Analysis in the Goodman Tradition
Crucial Differences Between Miscue Analysis and Running Records
For Further Exploration
Analyzing Miscues and Looking for Patterns
Miscues and the Use of Context
Marking and Coding Miscues on the Selection Copy
Coding the Miscues
Analyzing, Coding, and Interpreting the Data from Tony's Miscues
Analyzing and Coding Tony's Miscues
Interpretation of Tony's Miscue Patterns
Another Way of Coding Tony's Miscues
Marking Miscues for Coding
How to Mark Miscues on the Selection Copy
General Principles and Procedures for Coding Miscues
Did the miscue reflect the speaker's ordinary speech patterns?
Did the miscue go with the grammar and meaning of what came before?
Did the miscue go with the grammar and meaning of what followed?
Did the miscue leave the essential meaning of the sentence intact?
Was the miscue corrected?
Was the miscue graphically similar?
Was the sentence, as the reader finally left it, semantically acceptable within the whole original selection that was read?
Alternative Miscue Analysis Procedures and Forms
Analyzing Jay's Miscues
Interpretation of Jay's Miscue Patterns
For Further Exploration
Developing a Reader Profile: From Assessment to Instruction
The Reading Interview and the First Session
The Reading Interview
Preparing for and Conducting the First Session
Recording the Data from the Interview
Preparing for and Conducting the Second Session
Preparing for the Reading
Preparing for the Retelling and Extended Discussion
Preparing to Ask Questions About a Story
Conducting the Oral Reading and Retelling
Discussion
Recording the Retelling Data
Recording the Miscues on the Selection Copy
Coding the Miscues and Analyzing Patterns
Developing a Reader Profile: Tangling with the Messiness of Reality
The Reading Interview
The Retelling and Discussion
Miscues, Miscue Patterns, and Reading Strategies
An Instructional Plan
Additional Forms for Recording Data
Other Aspects of a Reading Portfolio and Profile
For Further Exploration
Revaluing Readers, Retrospective Miscue Analysis, and Other Strategies for Helping Readers
Phonics, Words, and Reading
Efficient Reading and Fluency
Revaluing Readers
Erica: From Analysis to Assistance
Analyzing Erica's Miscues
Helping Erica Revalue Herself as a Reader
Retrospective Miscue Analysis
Teachers Choosing the Miscues for Discussion
Readers Selecting Their Own Miscues for Discussion
Retrospective Miscue Analysis with Pairs or Groups
The "Think-Aloud" Strategy
Helping Readers Develop Needed Concepts, Vocabulary, and Strategies
Extra Help Through Shared Reading and Constructive Reading Strategies
For Further Exploration
Addressing Students' Needs in a Comprehensive Literacy Program
Major Components of a Comprehensive Literacy Program
Other Literacy Experiences for Readers in Need
Language Experience and Guided Writing
Books on Tape
Support from Another Reader
Unrehearsed Reading: The Pitfalls of "Round-Robin" Reading
Choral Reading and Readers Theater
Choosing Appropriate Texts
Matching Instruction to Readers' Varied Needs
In Conclusion
For Further Exploration
Reading Research from Differing Perspectives
Research from a Skills Perspective
An Attempt to Achieve Consensus: Preventing Reading Difficulties in Young Children
Before the National Reading Panel Report: Critiques of the Skills Research
The National Reading Panel Report
Other Critiques of the NRP Report and Its Methodology
Research from a Comprehensive Literacy Perspective
Research on "Decodable" Texts
Classroom Research on the Effects and Effectiveness of Comprehensive Literacy Programs
Acquiring Literacy in a Second Language Through Book-Based Programs
Observational Research from the Center on English Learning and Achievement
For Further Exploration
Designing a Comprehensive Literacy Program
Guiding Principles and Practices
Reading and Writing Workshops: The Heart of a Comprehensive Literacy Program
Reading Workshops
Assessment
Writing Workshops
How Might We Organize a Classroom Literacy Program?
Comments on the Sample Schedules
For Further Exploration
Research on Learning and Teaching Phonics
Clarifying Some Concepts and Terms
Phonological Awareness
Phonics, "Phonics Knowledge," and Decoding
Letter-Sound Knowledge in Learning to Read Words
Reading Words by Analogy
Developmental Patterns in Review
Relationships Between Phonemic Awareness and Learning to Read
Phonemic Awareness Promotes Learning to Read
Learning to Read Promotes Phonemic Awareness
Learning to Read and Phonemic Awareness Facilitate Each Other
The National Reading Panel Report on Phonics
Major Distortions in the Summary of the NRP Report
Interpreting NRP Claims About Reading Growth
Negative or No Conclusions from the NRP Subgroup Report on Phonics
Summary of Actual NRP Findings
Considerations and Cautions
For Further Exploration
Teaching Comprehension Strategies and Phonics Skills
Teaching Reading Strategies at the Macro Level
Teaching Strategies in the Primary Grades
Teaching Strategies in the Intermediate and Middle Grades
Teaching Reading Strategies at the Micro Level
A Reading Detective Club
Considering Strategies for Dealing with Words
Using Prompts and Developing Strategy Charts and Bookmarks
Teaching Phonics and Phonemic Awareness
The Shared Reading Experience--and More
Intensive, Systematic Phonics
A Perspective on Teaching Phonics
And Let Us Keep in Mind...
So Let Us Not Forget...
For Further Exploration
Foundations for Universal Literacy, by Margaret Moustafa
Early Readers
Early Reading Instruction
Beyond Decoding
Beyond Instruction
Towards Universal Literacy
For Further Exploration
Notes
References
Index

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