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Direct Instruction Reading

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ISBN-10: 0131123084

ISBN-13: 9780131123083

Edition: 4th 2004 (Revised)

Authors: Douglas W. Carnine, Edward J. Kame'enui, Jerry Silbert, Sara G. Tarver

List price: $111.33
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Description:

For courses in Direct Reading Instruction, Remedial Reading, and Reading for Special Education Students. Thoroughly integrating the latest guidelines from the National Reading Panel, this is a practical guide to teaching reading via the direct instruction reading approach, a proven program that's especially powerful with the most vulnerable learners - those at-risk because of poverty, disability, and/or limited English. Rather than simply list method after method, these nationally known and respected authors provide a specific repertoire of carefully sequenced, highly prescriptive procedures for teaching decoding, comprehension, content reading, and study skills. For each skill to be taught, they recommend strategies, discuss optimal timing, offer examples, and explain how to correct errors. In addition, they thoughtfully examine the relationships among different reading skills.
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Book details

List price: $111.33
Edition: 4th
Copyright year: 2004
Publisher: Prentice Hall PTR
Binding: Hardcover
Pages: 416
Size: 9.75" wide x 7.50" long x 0.75" tall
Weight: 1.848
Language: English

Perspective
Perspectives on Reading Instruction
Perspectives on Improving Student Reading Performance
Illustrations of the Four Orientations
A Model of Reading Instruction
The National Reading Panel (NRP) Report (2000)
Direct Instruction Model
Chall's Model of Reading Development
Congruence of Our Direct Instruction Model, Chall's Six Stage Model, and the NRP Report
Classroom Reading Instruction
Instructional Materials
Modifying Core Reading Programs for At-Risk Learners
Assessment
Organization of Instruction
Delivery of Instruction
Program Design
Presentation Techniques
Beginning Reading: The First Months of Instruction
An Overview of Beginning Reading
Phonics Instruction
The Great Debate: Code-Emphasis vs. Meaning-Emphasis Programs
Direct Instruction, Constructivist Approaches, and Systematic/Explicit Phonics Instruction
Rationale for a Direct Instruction Approach
Key Terminology
An Overview of Decoding Instruction-Beginning Stage
Phonemic Awareness and Alphabetic Understanding
Phonemic and Phonological Awareness
Preskills for Sounding Out Words
Letter-Sound Correspondence
Sequence
Rate and Practice
Procedure for Teaching Letter-Sound Correspondences
Critical Behaviors
Sounding Out Regular Words
Scope and Sequence
Teaching Procedures
Word Lists
Teaching Procedure for Sounding Out Words in Lists
Passage Reading
Sight-Word Reading
Sight-Reading in Word Lists
Passage Reading
Individual Checkouts for Rate and Accuracy
Diagnosis and Remediation
Irregular Words
When to Introduce
Sequence
Teaching Procedure
Modified Introductory Format
Facilitating Retention
Vocabulary and Language Skills: Beginning Stage
Vocabulary Teaching
Language Skills
Using Commercial and Teacher-Constructed Materials: Beginning Reading Stage
Selecting Instructional Materials
Classroom Instruction in Kindergarten
Classroom Instruction in First Grade
Technology
Research on Beginning Reading Instruction
Phonics Instruction
Phonemic Awareness
Key Phonics and Phonemic Awareness Studies in the NRP Report
Specific Instructional Strategies
Vocabulary and Language Skills
Summary
Decoding
Overview of Decoding
Decoding Instruction
Phonic Analysis
Structural Analysis
Irregular Words
Comprehension
Phonic Analysis
Words With Letter Combinations
Words With a VCe Pattern
Structural Analysis
Words Formed by Adding Common Endings to Base Words That End With a Consonant
Introducing Words Formed by Adding "ed"
VCe Derivatives
Y Derivatives
Multisyllabic Words Formed With Prefixes and Suffixes
Irregular Words: Primary and Intermediate Grades
Systematic Introduction of Irregular Words
Context as a Cue
Fluency Instruction and Passage Reading
Fluency
Passage Reading
Teaching Procedure
Reading Outside School
Comprehension
Overview of Comprehension Instruction
Vocabulary Instruction
Indirect Vocabulary Learning
Direct Vocabulary Learning
Teaching Word-Learning Strategies
Relation of Vocabulary Instruction to Improving Comprehension
Summary
Specific Comprehension Skills for the Early Primary Level
Literal Comprehension
Sequencing
Summarization
Specific Comprehension Skills for the Late Primary and Intermediate Levels
Discriminating Literal and Inferential Questions
Inference
Prior Knowledge
Sentence Structure
Critical Reading
Narrative-Comprehension Strategies
Overview
Story Selection
Advanced Story-Reading Comprehension Strategy
Direct Instruction in Content-Area Reading
Characteristics of Expository Materials
Content-Area Lessons
Summary
School and Classroom Implementation: Primary and Intermediate Grades
Using Commercial Reading Materials: Late Primary and Intermediate Grades
Constructing a Comprehensive Reading Program
Using and Modifying Materials
Screening and Placement Assessment at Beginning of the School Year
Grouping and Placement
Time for Instruction
Adapting Instructional Materials to Meet Needs of At-Risk Students
Corrective Readers
Guidelines for Establishing a Comprehensive Program for Children Who Are Behind
Constructing a Program for Children Reading Below Grade Level
Commercial Materials for the Child Who Is Reading Below Grade Level
Students With Limited English Proficiency
Tutoring Programs
Research on Fluency, Word Recognition and Decoding Skills, and Comprehension: Late Primary and Intermediate Grades
Fluency
Word Recognition and Comprehension
Vocabulary Acquisition
Text Organization and Reading Comprehension
Metacognition and Reading Comprehension
Summary
Word Lists
List of 400 Common Words
Outline of Lessons for Beginning Phonics Program
Basic Vocabulary for Beginning Readers and Suggestions for Assessing Student Knowledge
References