| |
| |
| |
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 | |