DIRECT INSTRUCTION READING,9780675210140

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DIRECT INSTRUCTION READING

by CARNINE

Edition:

2nd

ISBN13:

9780675210140

ISBN10:

0675210143

Pub. Date:

1/1/1990

Publisher(s):

Prentice Hall

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Summary

This book presents a description of Direct Instruction and a meta-analysis of research on Direct Instruction. The term "Direct Instruction" as used in the book refers to instructional programs developed by Siegfried Englemann and his colleagues, including DISTAR (Direct instruction System for Teaching Arithmetic and Reading) and DISTAR Language (Direct Instruction System for Teaching and Remediation). After an introduction, chapters in the book are: (1) "Teaching: The Roots of Direct Instruction"; (2) "Features of DI Instructional Programs"; (3) "Myths about Direct Instruction"; (4) "Background for the DI Meta-Analysis"; (5) "Results of the DI Meta-Analysis"; (6) "Project Follow Through" (a federally funded program to evaluate different approaches to educating economically disadvantaged K-3 students); and (7) "Additional Documentation." The book notes that the commercial Direct Instruction programs were successful with the full range of teacher and student populations. Contains 86 references and numerous tables of data. Appendixes contain a list of Direct Instruction Programs and a list of Direct Instruction articles by category.

Perspective
Perspectives on Reading Instruction	p. 2
Perspectives on Improving Student Reading Performance	p. 2
Illustrations of the Four Orientations	p. 7
A Model of Reading Instruction	p. 10
The National Reading Panel (NRP) Report (2000)	p. 12
Direct Instruction Model	p. 12
Chall's Model of Reading Development	p. 13
Congruence of Our Direct Instruction Model, Chall's Six Stage Model, and the NRP Report	p. 15
Classroom Reading Instruction	p. 17
Instructional Materials	p. 17
Modifying Core Reading Programs for At-Risk Learners	p. 20
Assessment	p. 20
Organization of Instruction	p. 21
Delivery of Instruction	p. 24
Program Design	p. 24
Presentation Techniques	p. 28
Beginning Reading: The First Months of Instruction
An Overview of Beginning Reading	p. 38
Phonics Instruction	p. 38
The Great Debate: Code-Emphasis vs. Meaning-Emphasis Programs	p. 39
Direct Instruction, Constructivist Approaches, and Systematic/Explicit Phonics Instruction	p. 43
Rationale for a Direct Instruction Approach	p. 44
Key Terminology	p. 45
An Overview of Decoding Instruction-Beginning Stage	p. 47
Phonemic Awareness and Alphabetic Understanding	p. 50
Phonemic and Phonological Awareness	p. 50
Preskills for Sounding Out Words	p. 52
Letter-Sound Correspondence	p. 60
Sequence	p. 60
Rate and Practice	p. 62
Procedure for Teaching Letter-Sound Correspondences	p. 62
Critical Behaviors	p. 64
Sounding Out Regular Words	p. 71
Scope and Sequence	p. 71
Teaching Procedures	p. 72
Word Lists	p. 72
Teaching Procedure for Sounding Out Words in Lists	p. 74
Passage Reading	p. 80
Sight-Word Reading	p. 85
Sight-Reading in Word Lists	p. 85
Passage Reading	p. 88
Individual Checkouts for Rate and Accuracy	p. 94
Diagnosis and Remediation	p. 94
Irregular Words	p. 98
When to Introduce	p. 98
Sequence	p. 99
Teaching Procedure	p. 100
Modified Introductory Format	p. 101
Facilitating Retention	p. 101
Vocabulary and Language Skills: Beginning Stage	p. 105
Vocabulary Teaching	p. 105
Language Skills	p. 111
Using Commercial and Teacher-Constructed Materials: Beginning Reading Stage	p. 119
Selecting Instructional Materials	p. 119
Classroom Instruction in Kindergarten	p. 125
Classroom Instruction in First Grade	p. 128
Technology	p. 136
Research on Beginning Reading Instruction	p. 140
Phonics Instruction	p. 140
Phonemic Awareness	p. 141
Key Phonics and Phonemic Awareness Studies in the NRP Report	p. 143
Specific Instructional Strategies	p. 144
Vocabulary and Language Skills	p. 145
Summary	p. 146
Decoding
Overview of Decoding	p. 148
Decoding Instruction	p. 148
Phonic Analysis	p. 149
Structural Analysis	p. 149
Irregular Words	p. 149
Comprehension	p. 150
Phonic Analysis	p. 151
Words With Letter Combinations	p. 151
Words With a VCe Pattern	p. 157
Structural Analysis	p. 161
Words Formed by Adding Common Endings to Base Words That End With a Consonant	p. 161
Introducing Words Formed by Adding "ed"	p. 163
VCe Derivatives	p. 165
Y Derivatives	p. 168
Multisyllabic Words Formed With Prefixes and Suffixes	p. 168
Irregular Words: Primary and Intermediate Grades	p. 172
Systematic Introduction of Irregular Words	p. 172
Context as a Cue	p. 176
Fluency Instruction and Passage Reading	p. 182
Fluency	p. 182
Passage Reading	p. 183
Teaching Procedure	p. 184
Reading Outside School	p. 195
Comprehension
Overview of Comprehension Instruction	p. 200
Vocabulary Instruction	p. 204
Indirect Vocabulary Learning	p. 204
Direct Vocabulary Learning	p. 205
Teaching Word-Learning Strategies	p. 211
Relation of Vocabulary Instruction to Improving Comprehension	p. 216
Summary	p. 217
Specific Comprehension Skills for the Early Primary Level	p. 220
Literal Comprehension	p. 220
Sequencing	p. 224
Summarization	p. 225
Specific Comprehension Skills for the Late Primary and Intermediate Levels	p. 229
Discriminating Literal and Inferential Questions	p. 230
Inference	p. 230
Prior Knowledge	p. 237
Sentence Structure	p. 238
Critical Reading	p. 240
Narrative-Comprehension Strategies	p. 250
Overview	p. 250
Story Selection	p. 250
Advanced Story-Reading Comprehension Strategy	p. 254
Direct Instruction in Content-Area Reading	p. 260
Characteristics of Expository Materials	p. 260
Content-Area Lessons	p. 266
Summary	p. 304
School and Classroom Implementation: Primary and Intermediate Grades
Using Commercial Reading Materials: Late Primary and Intermediate Grades	p. 308
Constructing a Comprehensive Reading Program	p. 308
Using and Modifying Materials	p. 310
Screening and Placement Assessment at Beginning of the School Year	p. 310
Grouping and Placement	p. 314
Time for Instruction	p. 315
Adapting Instructional Materials to Meet Needs of At-Risk Students	p. 315
Corrective Readers	p. 319
Guidelines for Establishing a Comprehensive Program for Children Who Are Behind	p. 319
Constructing a Program for Children Reading Below Grade Level	p. 321
Commercial Materials for the Child Who Is Reading Below Grade Level	p. 324
Students With Limited English Proficiency	p. 325
Tutoring Programs	p. 325
Research on Fluency, Word Recognition and Decoding Skills, and Comprehension: Late Primary and Intermediate Grades	p. 327
Fluency	p. 328
Word Recognition and Comprehension	p. 329
Vocabulary Acquisition	p. 331
Text Organization and Reading Comprehension	p. 334
Metacognition and Reading Comprehension	p. 338
Summary	p. 345
Word Lists	p. 346
List of 400 Common Words	p. 361
Outline of Lessons for Beginning Phonics Program	p. 364
Basic Vocabulary for Beginning Readers and Suggestions for Assessing Student Knowledge	p. 367
References	p. 371
Table of Contents provided by Ingram. All Rights Reserved.

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DIRECT INSTRUCTION READING

9780675210140

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