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