Diagnosis and Correction in Reading Instruction

by Rubin, Dorothy

• ISBN13: 9780205293520
• ISBN10: 0205293522
• Edition: 4th
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Allyn & Bacon

Summary

This great introduction to diagnosing and correcting reading problems has been revised and updated based on the latest tests and research. Using numerous examples and scenarios to illustrate concepts and techniques, this book is based on the premise that if diagnosis and correction are practiced as an integral part of daily reading instruction, there will be much less need for remediation. For pre-service and inservice educators, especially at the elementary school level.

Table of Contents

Preface	xxi
PART I. Setting the Stage for a Diagnostic-Reading and Correction Program	1	(86)
Introduction to a Diagnostic-Reading and Correction Program	3	(14)
Introductory Scenario	3	(2)
Chapter Objectives	5	(1)
What Is a Diagnostic-Reading and Correction Program?	5	(1)
What is Diagnosis?	5	(1)
Principles of Diagnosis	6	(1)
Defining Reading	7	(2)
Reading as a Total Integrative Process	7	(2)
Metacognition	9	(1)
Diagnosis and the Definition of Reading	9	(1)
What Is a Developmental Reading Program?	10	(1)
What Is Remedial Reading?	11	(1)
What Is Reading Recovery?	11	(1)
Balanced Reading and a Diagnostic-Reading and Correction Program	12	(1)
Confusion Surrounding Balanced Reading	12	(1)
Balanced Reading: A Scenario	12	(1)
Whole School Reform	13	(1)
Reading Theory and Terminology: A Special Note	13	(1)
A Diagnostic-Reading and Correction Program: A Point of View	14	(1)
Summary	15	(1)
Chapter 1 Key Concepts	15	(1)
Suggestions for Thought Questions and Activities	16	(1)
Internet Activities	16	(1)
Selected Bibliography	16	(1)
The Teacher's Role in the Diagnostic-Reading and Correction Program	17	(21)
Introductory Scenario	17	(2)
Chapter Objectives	19	(1)
The Teacher in a Diagnostic-Reading and Correction Program	19	(1)
The Teacher as the Key to a Good Reading Program	20	(1)
Teacher Evaluation	21	(1)
Some Important Characteristics and Practices of Good Reading Teachers	21	(2)
Teacher Standards	23	(1)
Teaching in the Twenty-First Century	24	(1)
Scenario of a New Teacher	24	(1)
Teacher Planning	25	(1)
Time Spent in Reading	25	(2)
Teacher Instruction	27	(1)
Direct Reading Instruction	28	(2)
What Is Direct Instruction?	28	(1)
Modeling Strategy	29	(1)
Scenario: A Sample Modeling Lesson	29	(1)
Interactive Instruction	30	(1)
The Teacher as a Good Organizer and Classroom Manager	30	(2)
Scenario: Mr. Mills---A Good Classroom Manager	31	(1)
Teacher Expectations	32	(1)
Another Look at Lisa and Rachael---Extremes Don't Work!	33	(1)
Teaching: A Point of View	34	(1)
Summary	35	(1)
Chapter 2 Key Concepts	36	(1)
Suggestions for Thought Questions and Activities	36	(1)
Internet Activities	37	(1)
Selected Bibliography	37	(1)
What a Teacher Should Know about Tests, Measurement, and Evaluation	38	(25)
Introductory Scenario	39	(1)
Chapter Objectives	39	(1)
Evaluation, Tests, and Measurement	40	(1)
Assessment: A Special Note	40	(1)
Criteria for a Good Test	41	(2)
Accountability in the Twenty-First Century	43	(4)
Some Terms Prominent in Accountability	45	(2)
Standardized Tests	47	(4)
Norm-Referenced Tests	47	(1)
Classification of Standardized Tests	48	(1)
Selection of Standardized Tests by Teachers	48	(1)
Interpretation of Some Achievement Test Score Terms	49	(2)
Teacher-Made Tests	51	(1)
Criterion-Referenced Tests	51	(2)
Group and Individual Tests	53	(1)
Reading Tests	54	(2)
What Are Diagnostic Reading Tests?	56	(1)
Test Makers and Assessment	56	(1)
Authentic Assessment	57	(3)
Performance-Based Assessment	58	(2)
Assessment in the Twenty-First Century---A Point of View	60	(1)
Summary	60	(1)
Chapter 3 Key Concepts	61	(1)
Suggestions for Thought Questions and Activities	61	(1)
Internet Activities	62	(1)
Selected Bibliography	62	(1)
Who Is Underachieving in Reading?	63	(24)
Introductory Scenario	63	(1)
Chapter Objectives	64	(1)
What Is a Diagnostic Pattern?	64	(1)
Who Is a Disabled Reader?	65	(1)
Intelligence	66	(1)
Differences between Individual and Group Intelligence (Aptitude) Tests	67	(2)
Individual Intelligence (Aptitude) Tests	69	(3)
Group-Administered Measures of Intelligence (Aptitude)	72	(1)
Mental Age Span in the Regular Classroom	72	(2)
Reading Expectancy Formulas	74	(5)
Who Is a Candidate for Further Testing?	79	(3)
Listening Capacity Test	82	(1)
Underachieving in School: A Point of View	82	(1)
Summary	83	(1)
Chapter 4 Key Concepts	84	(1)
Suggestions for Thought Questions and Activities	84	(1)
Internet Activities	85	(1)
Selected Bibliography	85	(2)
PART II. The Nature and Interrelatedness of Factors That Affect Reading Performance	87	(74)
Some of the Factors That Affect Reading Performance	89	(35)
Introductory Scenario	90	(1)
Chapter Objectives	91	(1)
Differentiating between Noneducational and Educational Factors	92	(1)
Concept Development and Its Relationship to Language and Reading	93	(1)
What Is a Concept?	94	(1)
Piaget and Concept Development	95	(1)
Concept Assessment	96	(5)
Instructional Implications and Concept Development	97	(4)
Home Environment	101	(2)
Dialect and Language Differences	103	(2)
Second-Language Learners	105	(4)
Learning Another Language	106	(1)
Teachers Can Help Children Learn Another Language	107	(1)
Some Language Difference Interferences	108	(1)
English as a Second Language (ESL) Lessons	109	(2)
Research in Relation to Bilingual Children	111	(1)
Attitudes Toward Nonstandard English	111	(1)
Intelligence and Reading	112	(1)
Gender Differences	113	(5)
Gender Differences and Reading	114	(4)
Gender Differences and Single-Gender Classes	118	(1)
Physical Health	118	(1)
Educational Factors	119	(1)
Standard English, an Important Factor for School Success: A Point of View	120	(1)
Summary	121	(1)
Chapter 5 Key Concepts	122	(1)
Suggestions for Thought Questions and Activities	122	(1)
Internet Activities	123	(1)
Selected Bibliography	123	(1)
Visual and Auditory Factors and Their Effect on Reading	124	(37)
Introductory Scenario	124	(1)
Chapter Objectives	125	(1)
Perceptual Factors	126	(1)
Visual Perception	126	(6)
Binocular Vision	128	(1)
Eye Movements	129	(1)
Visual Discrimination	129	(1)
Laterality and Reading	130	(2)
The Development of Listening	132	(1)
Listening as Decoding	133	(1)
Phonemic Awareness	133	(1)
Auditory Discrimination and Memory Span	134	(1)
Different Levels of Listening	135	(4)
Factors Influencing Hearing---The Lowest Level	136	(2)
Factors Influencing Listening---The Middle Level	138	(1)
Factors Influencing Auding---The Highest Level	138	(1)
Listening and Reading	139	(3)
The Effect of a Rich Oral Program in Developing Reading Skills	142	(1)
Reading a Story Aloud to Young Children	143	(2)
Oral Reading Assessment	145	(1)
Oral Reading: Its Role in the Reading Lesson	146	(1)
Guided or Directed Oral Reading	146	(1)
Question Asking: A Key to Active Listening	146	(2)
Student Questioning	147	(1)
The Directed Listening/Thinking Approach	148	(1)
Classroom Teachers' Assessment of Listening Comprehension Skills	149	(1)
Standardized Listening Tests	150	(4)
Modality Preferences and Instruction: A Special Note	154	(3)
Diagnostic Checklist for Listening	155	(2)
Hearing Is Important to Reading: A Point of View	157	(1)
Summary	158	(1)
Chapter 6 Key Concepts	159	(1)
Suggestions for Thought Questions and Activities	160	(1)
Internet Activities	160	(1)
Selected Bibliography	160	(1)
PART III. Instruments and Techniques for the Assessment and Diagnosis of Reading Performance	161	(108)
Standardized Reading Achievement Tests: Survey Type	163	(16)
Introductory Scenario	164	(1)
Chapter Objectives	164	(1)
Standardized Achievement Survey Test Batteries (Multiple-Subject-Matter Tests) and Standardized Reading Survey Tests (Single-Subject-Matter Tests)	165	(4)
Example of a Standardized Reading Survey Test (Single-Subject-Matter Test)	166	(1)
Examples of Standardized Achievement Survey Test Batteries (Multiple Subject-Matter Tests)	167	(1)
The Instructional Level on Some Standardized Reading Achievement Tests	168	(1)
Locator Tests	169	(1)
Practice Tests	169	(1)
High-Stake Tests	169	(1)
Test Coaching	170	(1)
Emergent Literacy	171	(1)
Relation to Reading Readiness	171	(1)
Pre-Reading Assessment	172	(3)
Examples of Pre-Reading Tests	173	(1)
Uses of Pre-Reading Assessment	174	(1)
A Final Word	175	(1)
Assessment: A Point of View	176	(1)
Summary	177	(1)
Chapter 7 Key Concepts	177	(1)
Suggestions for Thought Questions and Activities	178	(1)
Internet Activities	178	(1)
Selected Bibliography	178	(1)
Diagnostic Reading Tests and Techniques I: An Emphasis on the Informal Reading Inventory	179	(47)
Introductory Scenario	179	(2)
Chapter Objectives	181	(1)
Oral Reading	181	(2)
Oral Reading as a Diagnostic Tool	182	(1)
What Are the Purposes of an Informal Reading Inventory (IRI)?	183	(1)
An Overview of the Informal Reading Inventory	184	(1)
Determining Reading Levels	185	(5)
Independent Level	186	(1)
Instructional Level	187	(1)
Frustration Level	187	(1)
Listening Capacity level	188	(1)
The Buffer Zone of the IRI	188	(1)
Reporting Students' Reading Levels	188	(2)
Constructing Your Own Informal Reading Inventory	190	(10)
Graded Word Lists	190	(1)
Graded Oral and Silent Reading Passages	191	(1)
The Comprehension Questions	192	(2)
Code for Marking Oral Reading Errors	194	(2)
Scoring Oral Reading Errors	196	(1)
Sample Markings of Oral IRI Passages	196	(1)
Word Recognition Formula for Percent Correct	197	(1)
Word Recognition Formulas for Allowable Errors	198	(1)
Diagnostic Checklist for Oral and Silent Reading	198	(2)
Administering the IRI	200	(12)
Establishing Rapport	200	(1)
The Word Recognition Inventory	200	(2)
Oral and Silent Reading Passages	202	(1)
The Listening Capacity Test	203	(1)
When Is a Listening Capacity Test Given?	203	(9)
Published (Commercially Produced) IRIs Versus Teacher-Made IRIs	212	(1)
Who Should Be Given an IRI?	213	(3)
Examples of Candidates for the IRI	215	(1)
Modified IRI Approaches: A Caution	216	(1)
Miscue Analysis	217	(1)
Points of Caution Concerning IRIs	218	(4)
Criteria for Estimating Reading Levels	219	(1)
How Should Oral Reading Errors Be Scored?	220	(1)
A Special Look at Repetitions	221	(1)
Oral and Silent Reading Comprehension	221	(1)
Balance in Reading: A Point of View	222	(2)
Summary	224	(1)
Chapter 8 Key Concepts	224	(1)
Suggestions for Thought Questions and Activities	224	(1)
Internet Activities	225	(1)
Selected Bibliography	225	(1)
Diagnostic Reading Tests and Techniques II	226	(20)
Introduction	226	(1)
Chapter Objectives	227	(1)
Standardized Diagnostic Oral Reading Tests	227	(2)
Standardized Diagnostic Reading Tests	229	(3)
Standardized Criterion-Referenced Reading Tests	232	(1)
Teacher-Made (Informal) Diagnostic Reading Tests	233	(6)
Cloze Procedure	239	(4)
Scoring the Cloze Test	240	(1)
Variations of the Traditional Cloze Procedure: An Emphasis on Diagnosis	240	(3)
Knowledge of Results and Cloze Procedure	243	(1)
Dyslexia and Diagnosis: A Point of View	243	(1)
Summary	244	(1)
Chapter 9 Key Concepts	244	(1)
Suggestions for Thought Questions and Activities	245	(1)
Internet Activities	245	(1)
Selected Bibliography	245	(1)
Observation and Other Child Study Procedures as Diagnostic Techniques: Performance-based Assessment	246	(23)
Introduction	247	(1)
Chapter Objectives	247	(1)
Authentic Assessment in Diagnosis	248	(1)
Portfolios and Portfolio Assessment	248	(2)
Commercially Produced Portfolio Assessment	249	(1)
The Uses of Observation	250	(1)
Making Observations Objective	250	(1)
Anecdotal Records	251	(2)
Determining the Information to Be Recorded	251	(2)
Checklists	253	(3)
Group and Individual Checklists	253	(3)
Checklists and Rating Scales	256	(1)
Other Helpful Child Study Techniques	256	(9)
Informal Interviews	257	(1)
Interest Inventories	258	(3)
Projective Techniques	261	(2)
Reading Autobiography	263	(2)
Portfolios: A Point of View	265	(1)
Summary	266	(1)
Chapter 10 Key Concepts	266	(1)
Suggestions for Thought Questions and Activities	267	(1)
Internet Activities	267	(1)
Selected Bibliography	267	(2)
PART IV The Diagnostic-Reading and Correction Program in Action	269	(208)
Helping Children Overcome Reading Difficulties	271	(23)
Introduction	272	(1)
Chapter Objectives	272	(1)
What Is Diagnostic Teaching?	272	(1)
Student Involvement	273	(1)
Case Studies	274	(6)
Record Keeping	280	(1)
Students as Record Keepers	281	(1)
Individualized Instruction	281	(2)
Teacher-Made (Informal) Programs	281	(1)
Commercially Produced or Published Programs	282	(1)
Some Common Characteristics of Commercially Produced and Teacher-Made Individualized Programs	282	(1)
For Whom Does Individualized Instruction Work?	282	(1)
Some Common Sense about Individualized Programs	282	(1)
Learning Centers in the Classroom	283	(2)
Designing a Learning Center	283	(2)
Multimedia in Learning Centers	285	(1)
Group Instruction	285	(1)
Computers and Reading in a Diagnostic-Reading and Correction Program	286	(3)
Peer Instruction	289	(1)
A Final Word: Ms. Mills---A Master Teacher	290	(1)
Computers in the Twenty-First Century: A Point of View	291	(1)
Summary	292	(1)
Chapter 11 Key Concepts	292	(1)
Suggestions for Thought Questions and Activities	293	(1)
Internet Activities	293	(1)
Selected Bibliography	293	(1)
Word Recognition Skills and Vocabulary Expansion: An Emphasis on Diagnosis and Correction	294	(53)
Introduction	295	(3)
Chapter Objectives	298	(1)
Word Recognition Strategies	299	(5)
Word Recognition Strategies for Pronunciation	299	(3)
Word Recognition Strategies for Word Meaning	302	(2)
The Importance of Decoding in Reading	304	(1)
Phonemic Awareness in Decoding	305	(1)
Beginning Reading Research	305	(1)
Phonics	306	(2)
Explicit Versus Implicit Phonics Instruction	307	(1)
A Developmental-Diagnostic and Correction Sequence of Phonics	308	(22)
Vocabulary Expansion	330	(9)
Word Walls	331	(1)
Vocabulary Expansion: A Scenario	331	(1)
Defining Word Part Terms	332	(1)
Primary-Grade Children	332	(3)
Intermediate-Grade Children	335	(4)
Vocabulary Expansion in Content Areas	339	(1)
Diagnostic Checklist for Word Recognition Skills	339	(2)
Diagnostic Checklist for Vocabulary Development (Primary Grades)	341	(1)
Diagnostic Checklist for Vocabulary Development (Intermediate Grades)	342	(1)
Phonics: A Point of View	343	(1)
Summary	344	(1)
Chapter 12 Key Concepts	344	(1)
Suggestions for Thought Questions and Activities	345	(1)
Internet Activities	346	(1)
Selected Bibliography	346	(1)
Reading Comprehension and Literature: An Emphasis on Diagnosis and Correction	347	(59)
Introduction	348	(1)
Chapter Objectives	348	(1)
Comprehension	349	(1)
Reading Comprehension	349	(2)
Reading Comprehension Taxonomies	351	(1)
Categorizing Reading Comprehension	351	(2)
Reading Instruction	353	(4)
The Directed Reading-Thinking Activity	354	(1)
Modeling (Thinking Out Loud) Strategy	355	(1)
Repeated Reading	355	(1)
Reciprocal Reading Instruction	355	(1)
Literature Webbing with Predictable Books in the Early Grades	356	(1)
What Is the Role of Pictures in Comprehension?	357	(1)
Helping Children Acquire Comprehension Skills: An Emphasis on Questioning Strategies	357	(6)
Metacognition and Questioning	360	(1)
Questioning as a Diagnostic Technique	361	(2)
Some Important Comprehension Skills: A Diagnostic and Corrective Approach	363	(30)
Context Clues	363	(7)
Main Idea of a Paragraph	370	(6)
Finding the Central Idea of a Group of Paragraphs	376	(3)
Visual Representations and Main Idea	379	(1)
Drawing Inferences	380	(4)
Categorizing	384	(5)
Completing Analogies (Word Relationships)	389	(4)
The Newspaper and Critical Thinking in a Diagnostic-Reading and Correction Program	393	(2)
Diagnosis and Correction in Content Areas	395	(1)
Questioning Strategies in Content Areas	396	(1)
Literature in the Classroom	396	(5)
Attitudes and Reading	396	(2)
Instilling a Love for Reading in the Early Grades with Big Books	398	(1)
Children's Literature as a Bridge to Better Understanding in a Multicultural Classroom	399	(2)
Diagnostic Checklist for Selected Reading Comprehension Skills	401	(1)
Reading Instruction: A Point of View	402	(1)
Summary	403	(1)
Chapter 13 Key Concepts	403	(1)
Suggestions for Thought Questions and Activities	404	(1)
Internet Activities	405	(1)
Selected Bibliography	405	(1)
Learning Strategies and Study Skills in a Diagnostic-Reading and Correction Program	406	(30)
Introduction	407	(1)
Chapter Objectives	407	(1)
What Are Some Good Study Procedures?	408	(1)
Building Good Study Habits	408	(1)
How to Study	409	(2)
Knowing Your Textbook	411	(3)
Concentration	414	(2)
Following Directions	416	(2)
Skimming	418	(1)
Asking Questions	418	(2)
Reading and Writing as Modes of Learning	420	(3)
Notetaking for Studying	420	(3)
Summaries as a Mode of Learning	423	(1)
Test Taking	423	(1)
The School Library and Library Skills	424	(4)
Primary Grades	425	(1)
Intermediate and Upper-Elementary Grades	426	(2)
Diagnostic Checklist for Reading and Study Skills	428	(4)
Concentration and Studying: A Point of View	432	(2)
Summary	434	(1)
Chapter 14 Key Concepts	434	(1)
Suggestions for Thought Questions and Activities	434	(1)
Internet Activities	435	(1)
Selected Bibliography	435	(1)
Helping Special Children in a Diagnostic-Reading and Correction Program	436	(21)
Introduction	437	(1)
Chapter Objectives	437	(1)
Diversity in the Regular Education Classroom	438	(1)
Public Laws 94-142 and 101-476	438	(1)
The ``Average'' Child	439	(1)
The Slow Learner	439	(2)
Providing Instruction	440	(1)
Reading Instruction	440	(1)
The Gifted Child	441	(3)
Characteristics	442	(1)
Instructional Provisions	442	(1)
Reading Instruction	443	(1)
The Educationally At-Risk Child	444	(1)
The Creative Child	445	(2)
Defining Creativity	446	(1)
Reading and Creativity	446	(1)
Multiple Intelligences (MI)	447	(1)
Mainstreaming and Full Inclusion	447	(2)
Integrating the Child with Disabilities into the Regular Education Classroom	448	(1)
Learning Disability	449	(1)
Learning Disability: A Special Caveat	450	(1)
Attention Deficit Hyperactivity Disorder (ADHD) and without Hyperactivity (ADD)	450	(2)
Attention Deficit Disorder---Relationship to Learning Disability	451	(1)
Identification Biases toward Children Labeled Mildly Mentally Retarded	452	(1)
Early Intervention and Educationally At-Risk Children: A Point of View	453	(2)
Summary	455	(1)
Chapter 15 Key Concepts	455	(1)
Suggestions for Thought Questions and Activities	456	(1)
Internet Activities	456	(1)
Selected Bibliography	456	(1)
Teachers and Parents as Partners in the Diagnostic-Reading and Correction Program	457	(20)
Introduction	457	(1)
Chapter Objectives	458	(1)
Parental Involvement in the Schools	459	(1)
Some Possible Causes for a Change in Attitude toward Parental Involvement	459	(1)
Emergent Literacy and Parents	460	(2)
Research on Parental Involvement in Their Children's Education	462	(2)
Goals 2000: Educate America Act and Parental Involvement in Schools	464	(1)
Parental Involvement in School Programs	465	(1)
Parental Involvement in Regular School Reading Programs	466	(2)
Parental Involvement in Preschool Programs	468	(1)
How Successful Are Parental Involvement Programs?	469	(1)
Grandparents Should Be Involved, Too	469	(2)
Television, Computers, Parents, Children, and Reading	471	(1)
Parent-Teacher Conferences	472	(1)
A Final Word	473	(1)
Parental Involvement: A Point of View	473	(1)
Summary	474	(1)
Chapter 16 Key Concepts	475	(1)
Suggestions for Thought Questions and Activities	475	(1)
Internet Activities	475	(1)
Selected Bibliography	476	(1)
Appendix A Informal Reading Inventory	477	(47)
Appendix B Fry Readability Formula	524	(2)
Appendix C Some Phonological and Grammatical Interferences Between Standard English and Ebonics (Black English) That May Affect Reading	526	(2)
Appendix D A Sample of the Kinds of Problems Spanish-speaking Children Might Have When Attempting to Learn Standard English	528	(1)
Appendix E A Sample of Some of the Difficulties That Chinese Students Might Encounter When Attempting to Learn Standard English	529	(2)
Appendix F NCATE 2000 Unit Standards	531	(2)
Glossary	533	(10)
Index	543