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| Vacca | |
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| Features | |
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| Preface | |
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| Knowledge and Beliefs About Reading | |
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| The Importance of Belief Systems | |
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| Different Beliefs, Different Instructional Decisions | |
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| Reading Instruction and Teachers' Belief Systems | |
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| How Teachers Come to Know About Reading and Learning to Read | |
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| Constructing Personal Knowledge | |
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| Constructing Practical Knowledge | |
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| Constructing Professional Knowledge and Expertise | |
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| Cognitive Insights into Reading and Learning to Read | |
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| The Alphabetic Principle and Learning to Read | |
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| Schema Theory and Reading Comprehension | |
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| Metacognition and Learning | |
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| Self-Knowledge | |
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| Task Knowledge | |
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| Self-Monitoring | |
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| Reading from a Language Perspective | |
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| Psycholinguistics and Reading | |
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| Graphophonemic System | |
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| Syntactic System | |
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| Semantic System | |
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| Sociolinguistics and Reading | |
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| Models of Reading | |
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| Bottom-Up Models | |
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| Top-Down Models | |
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| Interactive Models | |
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| What About Struggling Readers and Teachers' Knowledge and Beliefs About Reading? | |
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| Summary | |
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| Teacher Action Research | |
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| Related Web Sites | |
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| MyEducationLab | |
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| Approaches to Reading Instruction | |
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| Belief Systems and Approaches to Literacy Instruction | |
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| Beliefs About Reading Interview | |
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| Theoretical Orientation to Reading Profile | |
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| Curriculum Perspectives | |
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| Bottom-Up Curricula | |
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| Readers and Textbooks | |
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| The First-Grade Studies | |
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| Top-Down Curricula | |
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| Some Principles Underlying Top-Down Practices | |
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| Classroom Conditions For Learning | |
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| Instructional Approaches | |
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| The Basal Reading Approach | |
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| The Language-Experience Approach | |
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| Integrated Language Arts | |
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| Literature-Based Instruction | |
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| Technology-Based Instruction | |
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| Approaches and Strategies in Comprehensive Instruction | |
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| What About Struggling Readers and Approaches to Literacy Instruction? | |
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| Summary | |
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| Teacher Action Research | |
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| Related Web Sites | |
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| MyEducationLab | |
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| Meeting the Literacy Needs of Diverse Learners | |
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| The Complexity of Diversity in Literacy Classrooms | |
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| Linguistic Diversity in Literacy Classrooms | |
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| Instructional Beliefs About Linguistic Diversity | |
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| Instructional Principles for Students Speaking Diverse Languages and Dialects | |
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| Instructional Strategies for Students Speaking Diverse Languages | |
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| Sheltered English Adaptations | |
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| Instructional Conversations | |
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| Response Protocol | |
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| Reading and Writing Practices | |
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| Content Area Practices | |
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| Thematic Teaching | |
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| Dialects and Reading Strategies | |
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| Background Knowledge and Motivation | |
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| Culturally Relevant Materials and Motivation | |
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| Dialectical Miscues | |
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| Using Language Experience | |
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| Cultural Diversity in Literacy Classrooms | |
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| Instructional Beliefs About Cultural Diversity | |
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| Instructional Principles for Students from Diverse Cultures | |
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| Instructional Strategies for Culturally Diverse Students | |
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| Consider Yourself And Your Own Beliefs And Experiences With Other Cultures | |
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| Determining Cultural Expectations | |
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| Validating Each Child's Experience | |
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| Fostering Ethnic, National, and Global Identification | |
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| Collaborative Communities | |
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| Technology-Enhanced Instruction | |
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| Image Making | |
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| Choosing Quality Multicultural Literature | |
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| Academic and Cognitive Diversity in Literacy Classrooms | |
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| Instructional Beliefs About Academic and Cognitive Diversity | |
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| Instructional Principles for Academic and Cognitive Diversity | |
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| Inclusion | |
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| Curriculum Compacting | |
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| Literacy Coaches | |
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| Instructional Strategies for Students with Diverse Academic and Cognitive Abilities | |
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| Inquiry Learning | |
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| Differentiated Instruction | |
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| New Literacies | |
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| Response To Intervention (Rti) | |
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| Programs and Strategies for Struggling Readers Who Are Academically and Cognitively Diverse | |
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| What About Struggling Readers and Their Diverse Academic and Cognitive Needs? | |
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| What About Standards, Assessment, and Diversity? | |
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| Summary | |
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| Teacher Action Research | |
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| Related Web Sites | |
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| MyEducationLab | |
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| Early Literacy: From Birth to School | |
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| Children's Development in Early Reading and Writing | |
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| Phases of Literacy Development | |
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| How Reading Develops | |
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| The Importance Of Family Interactions | |
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| The Importance Of Literate Environments | |
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| How Writing Develops | |
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| The Importance Of Scribbling | |
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| The Importance Of Invented Spelling | |
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| Advantages Of Invented Spelling | |
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| Developmentally Appropriate Practices | |
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| Creating Literate Learning Environments | |
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| Designing Literacy-Related Play Centers | |
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| Exploring Print Through Language Experiences | |
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| Talking, Creating, Singing, And Dancing | |
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| Role Playing And Drama | |
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| Reading to Children | |
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| Sharing Books | |
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| Repeating The Reading Of Favorite Stories | |
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| Providing Assistance As Needed | |
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| What About Struggling Readers and Early Literacy? | |
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| What About Standards, Assessment, and Early Literacy? | |
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| Summary | |
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| Teacher Action Research | |
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| Related Web Sites | |
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| MyEducationLab | |
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| Inviting Beginners into the Literacy Club | |
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| Emergent Literacy Programs for Beginners | |
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| Learning Literacy Through Storybooks | |
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| Big Books in U.S. Classrooms | |
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| Interactive Reading and Writing | |
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| Interactive Reading | |
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| Interactive Writing | |
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| Learning About the Relationships Between Speech and Print | |
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| Understanding the Uses of Written Language | |
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| Perpetuating Uses | |
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| Regulatory, Authoritative-Contractual Uses | |
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| Instrumental Uses | |
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| Diversion Uses | |
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| Personal Uses | |
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| Connecting Speech and Print Through Language Experience | |
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| Steps To Follow In Producing Languageexperience Stories | |
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| The Value Of Language Experience | |
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| Learning About Features of Written Language | |
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| Linguistic Awareness | |
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| The Concepts About Print Test | |
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| Observing Children's Emerging Literacy Accomplishments | |
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| Learning About Letters and Sounds | |
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| Recognizing Letters | |
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| Developing Phonemic Awareness | |
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| Developing Phonemic Awareness In Children | |
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| Assessing Phonemic Awareness | |
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| What About Struggling Readers and the Literacy Club? | |
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| What About Standards, Assessment, and the Literacy Club? | |
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| Summary | |
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| Teacher Action Research | |
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| Related Web Sites | |
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| MyEducationLab | |
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| Assessing Reading Performance | |
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| Toward a Corroborative Framework for Decision Making | |
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| Trends in Assessment | |
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| High-Stakes Testing | |
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| Authentic Assessment | |
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| Formal Assessment | |
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| Standardized Tests | |
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| Types Of Test Scores | |
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| Types Of Tests | |
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| Uses Of Standardized Test Results | |
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| Criterion-Referenced Tests | |
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| Informal Assessment | |
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| Informal Reading Inventories | |
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| Administering An Iri | |
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| Recording Oral Reading Errors | |
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| Determining Reading Levels | |
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| Analyzing Oral Reading Miscues | |
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| Running Records | |
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| Administering A Running Record | |
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| Analyzing Running Records | |
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| Portfolio Assessment | |
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| Essential Elements of Portfolios | |
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| Implementing Portfolios in the Classroom | |
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| Kidwatching While Teaching | |
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| Anecdotal Notes | |
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| Checklists | |
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| Interviewing | |
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| Assessment Today and Tomorrow | |
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| What About Struggling Readers and Assessing Reading Performance? | |
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| What About Standards, Assessment, and Reading Performance? | |
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| Summary | |
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| Teacher Action Research | |
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| Related Web Sites | |
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| MyEducationLab | |
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| Word Identification | |
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| Defining Word Identification | |
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| Phases of Development in Children's Ability to Identify Words | |
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| Approaches and Guidelines for Teaching Phonics | |
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| Traditional Approaches | |
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| Analytic Phonics Instruction | |
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| Synthetic Phonics Instruction | |
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| Linguistic Phonics Instruction | |
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| Contemporary Approaches | |
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| Analogy-Based Instruction | |
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| Spelling-Based Instruction | |
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| Embedded Phonics Instruction | |
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| Guidelines For Contemporary Phonics Instruction | |
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| Strategies for Teaching Phonics | |
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| Consonant-Based Strategies | |
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| Letter Actions | |
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| Favorite Foods | |
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| Consonant Substitution | |
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| Flip Books | |
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| Making Words | |
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| Making And Writing Words | |
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| Cube Words | |
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| Digraph And Blend Actions And Food Associations | |
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| Digraph Tongue Twisters | |
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| Analogy-Based Strategies | |
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| The Analogy Strategy | |
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| Rimes In Nursery Rhymes | |
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| Making And Writing Words Using Letter Patterns | |
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| Hink Pinks | |
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| Spelling-Based Strategies | |
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| Word Banks | |
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| Word Walls | |
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| Word Sorting | |
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| Have-A-Go | |
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| Using Meaning and Letter-Sound Information to Identify Words | |
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| Strategies for Teaching Context | |
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| Modified Cloze Passages | |
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| Cloze With Choices Given | |
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| Guessing Games | |
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| Inferring Word Meanings Through Context Clues | |
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| Cross-Checking and Self-Monitoring Strategies | |
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| Using Structural Analysis to Identify Words | |
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| Strategies for Teaching Structural Analysis | |
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| Word Study Notebook | |
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| Wall Chart Carousel | |
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| Compound Word Cups | |
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| Contraction Search | |
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| Rapid Recognition of Words | |
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| High-Frequency Words | |
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| Strategies for Teaching Function Words | |
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| Language-Experience Strategy | |
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| Word Walls | |
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| Environmental Print | |
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| Word Games | |
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| Literature And Poetry | |
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| Teaching Key Words | |
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| Group Activities With Key Words | |
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| Balancing Word Identification Instruction | |
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| What About Struggling Readers and Word Identification? | |
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| What About Standards, Assessment, and Word Identification? | |
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| Summary | |
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| Teacher Action Research | |
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| Related Web Sites | |
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| MyEducationLab | |
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| Reading Fluency | |
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| Defining Oral Reading Fluency | |
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| Immediate Word Identification | |
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| Automaticity | |
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| Predictability of Reading Materials | |
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| Developing Oral Reading Fluency | |
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| Repeated Readings | |
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| Paired Repeated Readings | |
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| Peer Tutoring | |
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| Automated Reading | |
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| Choral Reading | |
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| Reader's Theater | |
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| Involving Parents | |
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| Routines for Fluency Development | |
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| Monitoring Oral Reading Fluency | |
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| Developing Silent Reading Fluency | |
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| Sustained Silent Reading | |
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| Putting SSR into Action | |
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| What About Struggling Readers and Reading Fluency? | |
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| What About Standards, Assessment, and Reading Fluency? | |
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| Summary | |
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| Teacher Action Research | |
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| Related Web Sites | |
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| MyEducationLab | |
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| Vocabulary Knowledge and Concept Development | |
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| The Relationship Between Vocabulary and Comprehension | |
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| Experiences, Concepts, and Words | |
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| Words as Labels for Concepts | |
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| Words and Concepts: A Closer Look | |
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| Class, Example, and Attribute Relationships | |
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| Principles to Guide Vocabulary Instruction | |
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| Select Words That Children Will Encounter While Reading Literature and Content Material | |
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| Key Words | |
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| Useful Words | |
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| Interesting Words | |
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| Vocabulary-Building Words | |
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| Teach Words in Relation to Other Words | |
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| Teach Students to Relate Words to Their Background Knowledge | |
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| Teach Words in Prereading Activities to Activate Knowledge and Use Them in Postreading Discussion, Response, and Retelling | |
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| Teach Words Systematically and in Depth | |
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| Awaken Interest in and Enthusiasm for Words | |
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| Best Practice: Strategies for Vocabulary and Concept Development | |
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| Relating Experiences to Vocabulary Learning | |
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| Using Context for Vocabulary Growth | |
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| Developing Word Meanings | |
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| Synonyms | |
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| Antonyms | |
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| Multiple-Meaning Words | |
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| Classifying and Categorizing Words | |
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| Word Sorts | |
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| Categorization | |
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| Concept Circles | |
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| Semantic Mapping | |
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| Analogies | |
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| Paired-Word Sentence Generation | |
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| Developing Word Meanings Through Stories and Writing | |
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| Semantic Analysis To Writing | |
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| Predictogram | |
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| Developing Independence in Vocabulary Learning | |
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| Dictionary Usage | |
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| Self-Selection Strategy | |
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| Word Knowledge Rating | |
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| What About Struggling Readers and Vocabulary Knowledge? | |
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| What About Standards, Assessment, and Vocabulary Knowledge? | |
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| Summary | |
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| Teacher Action Research | |
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| Related Web Sites | |
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| MyEducationLab | |
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| Reading Comprehension | |
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| Scaffolding the Development and Use of Comprehension Strategies | |
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| Active Comprehension and Asking Questions | |
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| Reciprocal Questioning (ReQuest) | |
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| Question-Answer Relationships (QARs) | |
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| Questioning the Author (QtA) | |
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| Reciprocal Teaching | |
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| Think-Alouds | |
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| Developing Readers' Awareness of Story Structure | |
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| Elements in a Story | |
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| Mapping a Story for Instructional Purposes | |
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| Building a Schema for Stories | |
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| Read, Tell, And Perform Stories In Class | |
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| Don't Teach The Language Of Story Grammar As An End In Itself | |
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| Show Relationships Among Story Parts | |
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| Reinforce Story Knowledge Through Instructional Activities | |
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| Guiding Interactions Between Reader and Text | |
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| Directed Reading-Thinking Activity | |
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| KWL (What Do You Know? What Do You Want to Find Out? What Did You Learn?) | |
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| Discussion Webs | |
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| Story Impressions | |
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| Reading Comprehension and the Web | |
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| What About Struggling Readers and Reading Comprehension? | |
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| What About Standards, Assessment, and Reading Comprehension? | |
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| Summary | |
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| Teacher Action Research | |
| |
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| Related Web Sites | |
| |
| |
| MyEducationLab | |
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| Reading-Writing Connections | |
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| Relationships Between Reading and Writing | |
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| Creating Environments for Reading and Writing | |
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| Connecting Reading and Writing | |
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| Using Journals (and E-Mail Correspondence) for Written Conversation | |
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| Dialogue Journals | |
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| Buddy Journals | |
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| Electronic Mail (E-Mail) Conversations | |
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| Using Journals to Explore Texts | |
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| Double-Entry Journals | |
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| Reading Journals | |
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| Response Journals | |
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| Alternative Strategies That Motivate Students to Write | |
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| Gathering Ideas | |
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| Multigenre Projects | |
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| Writing Notification | |
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| Plot Scaffolds | |
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| Establishing a Predictable Structure for Writing | |
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| Organizing the Writing Workshop | |
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| Guiding Writing (and Observing Reading) | |
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| Rehearsing | |
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| Drafting | |
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| Revising | |
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| Editing | |
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| Publishing | |
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| Reading-Writing-Technology Connections | |
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| Word Processing | |
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| Desktop Publishing and Multimedia Authoring | |
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| Children's Books and Technology | |
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| |
| What About Struggling Readers and Reading-Writing Connections? | |
| |
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| What About Standards, Assessment, and Reading-Writing Connections? | |
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| Summary | |
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| |
| Teacher Action Research | |
| |
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| Related Web Sites | |
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| |
| MyEducationLab | |
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| Bringing Children and Literature Together | |
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| Supporting a Community of Readers | |
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| Surrounding Children with Literature | |
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| Selecting a Classroom Collection of Books | |
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| Choosing Classroom Literature | |
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| Determining Good Literature | |
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| Literature With Multicultural Perspectives | |
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| Why Multicultural Literature? | |
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| Criteria For Selecting Multicultural Literature | |
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| Designing The Classroom Library | |
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| Listening to Literature | |
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| Choosing Literature To Read Aloud | |
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| Preparing To Read Aloud | |
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| Setting The Mood | |
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| Introducing The Story | |
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| Activities After Reading Aloud | |
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| Allowing Others To Present Literature | |
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| Storytelling | |
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| Selecting The Story To Tell | |
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| Preparing A Story For Telling | |
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| Helping Children Select Books | |
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| Organizing for Literature-Based Instruction | |
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| Core Books | |
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| Literature Units | |
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| Reading Workshops | |
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| Sparking Interest | |
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| Minilessons | |
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| Status-Of-The-Class Report | |
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| |
| Sustained Silent Reading | |
| |
| |
| Individual Reading Conferences | |
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| |
| Group Sharing Time | |
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| Literature Circles | |
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| Student-Led Literature Circles: How And What To Share | |
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| Adapting Literature Circles For The Primary Grades | |
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| Integration Of The Internet | |
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| Encouraging Responses to Literature | |
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| Sparking Discussion with Book Talks | |
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| Engaging in Free Response | |
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| Exploring Response Options in Literature Journals | |
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| What About Struggling Readers and Literature? | |
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| What About Standards, Assessment, and Literature? | |
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| Summary | |
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| Teacher Action Research | |
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| Related Web Sites | |
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| MyEducationLab | |
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| Basal Readers and Instructional Materials | |
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| The First Basals | |
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| Basal Programs Today | |
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| Characteristics of Basal Readers | |
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| Appearance | |
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| Illustrations | |
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| Stereotyping | |
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| Language Style | |
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| Workbooks | |
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| Lesson Framework | |
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| Motivation And Background Building | |
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| Guided Reading (Silent And Oral) | |
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| Skill Development And Practice | |
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| Follow-Up And Enrichment | |
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| Making Instructional Decisions | |
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| Modifying Lessons | |
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| Instructional Materials | |
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| Electronic Materials | |
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| World Wide Web | |
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| E-Mail, Discussion Groups, And Blogs | |
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| Word Processors | |
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| Software Programs | |
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| Electronic Books | |
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| Educational Games | |
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| Beliefs About Reading and Instructional Materials | |
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| Selecting Reading Materials | |
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| Evaluating Reading Materials | |
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| What About Struggling Readers and the Basal Reader? | |
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| What About Standards, Assessment, and the Basal Reader? | |
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| Summary | |
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| Teacher Action Research | |
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| Related Web Sites | |
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| MyEducationLab | |
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| Making the Transition to Content Area Texts | |
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| Why Are Content Area Textbooks Difficult? | |
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| Factors in Judging the Difficulty of Textbooks | |
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| How Difficult Is The Text To Understand? | |
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| How Usable Is The Text? | |
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| How Interesting Is The Text? | |
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| Readability | |
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| Limitations | |
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| Fry Readability Graph | |
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| Using Literature and Nonfiction Trade Books Across the Curriculum | |
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| Some Uses and Benefits of Literature and Nonfiction Trade Books | |
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| Intense Involvement | |
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| Schema Building | |
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| Abilities And Interests | |
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| Vocabulary Building | |
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| Planning to Use Literature and Informational Text in Content Area Learning | |
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| The Single-Discipline Model | |
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| The Interdisciplinary Model | |
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| The Integrative Literature Model | |
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| Additional Considerations for Implementing Literature and Informational Text in the Content Areas | |
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| Informational Text Types | |
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| Reading The Texts | |
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| Strategies For Teaching Reading Comprehension With Informational Texts | |
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| Learning with Electronic Texts | |
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| Strategies Before Reading | |
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| Previewing and Skimming | |
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| Skimming | |
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| Organizers | |
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| Anticipation Guides | |
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| Brainstorming | |
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| Extending Content Learning Through Reading and Writing | |
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| Point-of-View Guides | |
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| Idea Circles | |
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| Curriculum-Based Reader's Theater | |
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| I-Charts | |
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| Internet Inquiry | |
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| What About Struggling Readers and Content Area Texts? | |
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| What About Standards, Assessment, and Content Area Texts? | |
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| Summary | |
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| Teacher Action Research | |
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| Related Web Sites | |
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| MyEducationLab | |
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| Managing and Organizing an Effective Classroom | |
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| Improving Instruction | |
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| Classroom Teachers of Reading | |
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| Standards | |
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| Instructional Practices | |
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| Collaborative and Cooperative Learning | |
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| Cooperative Learning And The Teacher's Role | |
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| Explicit Instruction And The Teacher's Role | |
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| Individualizing Instruction | |
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| What Is Individualized Instruction in Reading? | |
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| Influences of Individualized Instruction | |
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| Groups | |
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| Materials | |
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| Putting It All Together: Organizing a Classroom Community | |
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| Multiage Classrooms | |
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| Creating a Physical Environment | |
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| Learning Centers | |
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| Room Diagrams | |
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| Student Schedules | |
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| Record Keeping | |
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| Portfolio Systems | |
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| Technology in the Literate Classroom | |
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| Technology-Based Instructional Considerations | |
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| What About Struggling Readers and Managing and Organizing an Effective Classroom? | |
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| What About Standards, Assessment, and Managing and Organizing an Effective Classroom? | |
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| Summary | |
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| Teacher Action Research | |
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| Related Web Sites | |
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| MyEducationLab | |
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| Beliefs About Reading Interview | |
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| The DeFord Theoretical Orientation to Reading Profile (TORP) | |
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| Reading and Writing Accomplishments of Young Children by Grade Level | |
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| Trade Books That Repeat Phonic Elements | |
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| Annotated Bibliography of Read-Aloud Books for Developing Phonemic Awareness | |
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| Recommended Books for Multicultural Reading Experiences | |
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| International Reading Association Standards for Reading Professionals | |
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| Glossary | |
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| References | |
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| Name Index | |
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| Subject Index | |