Direct Instruction Reading

by Carnine, Douglas W.; Silbert, Jerry; Kame'enui, Edward J.; Tarver, Sara G.

• ISBN13: 9780131123083
• ISBN10: 0131123084
• Edition: 4th
• Format: Hardcover
• Copyright: 2004-01-01
• Publisher: Prentice Hall

Summary

Based on the latest guidelines from the National Reading Panel, this practical guide to teaching reading uses thedirect instruction reading approach, a proven program that's especially powerful with the most vulnerable of learners--those at risk because of poverty, disability, and/or a limited command of English. The emphasis is on inclusion, which uses language and demonstrations understood by all children. Nationally known and respected authors don't simply list method after method; rather, they provide a specific repertoire of carefully sequenced procedures that teach decoding, comprehension, content reading, and study skills. Strategies are recommended for each skill to be mastered; discussions of optimal timing and error correction, along with numerous examples, are included. In addition, the authors carefully and thoughtfully examine the relationships among different reading skills. For educators who need a thoughtful, sensitive, and informative book that will enhance their ability to teach reading, to any student in any context.

Table of Contents

PART 1 Perspective
Perspectives on Reading Instruction	2	(8)
Perspectives on Improving Student Reading Performance	2	(5)
Illustrations of the Four Orientations	7	(3)
A Model of Reading Instruction	10	(7)
The National Reading Panel (NRP) Report (2000)	12	(1)
Direct Instruction Model	12	(1)
Chall's Model of Reading Development	13	(2)
Congruence of Our Direct Instruction Model, Chall's Six Stage Model, and the NRP Report	15	(2)
Classroom Reading Instruction	17	(7)
Instructional Materials	17	(3)
Modifying Core Reading Programs for At-Risk Learners	20	(1)
Assessment	20	(1)
Organization of Instruction	21	(3)
Delivery of Instruction	24	(14)
Program Design	24	(4)
Presentation Techniques	28	(10)
PART 2 Beginning Reading: The First Months of Instruction
An Overview of Beginning Reading	38	(12)
Phonics Instruction	38	(1)
The Great Debate: Code-Emphasis vs. Meaning-Emphasis Programs	39	(4)
Direct Instruction, Constructivist Approaches, and Systematic/Explicit Phonics Instruction	43	(1)
Rationale for a Direct Instruction Approach	44	(1)
Key Terminology	45	(2)
An Overview of Decoding Instruction---Beginning Stage	47	(3)
Phonemic Awareness and Alphabetic Understanding	50	(10)
Phonemic and Phonological Awareness	50	(2)
Preskills for Sounding Out Words	52	(8)
Letter-Sound Correspondence	60	(11)
Sequence	60	(2)
Rate and Practice	62	(1)
Procedure for Teaching Letter-Sound Correspondences	62	(2)
Critical Behaviors	64	(7)
Sounding Out Regular Words	71	(14)
Scope and Sequence	71	(1)
Teaching Procedures	72	(1)
Word Lists	72	(2)
Teaching Procedure for Sounding Out Words in Lists	74	(6)
Passage Reading	80	(5)
Sight-Word Reading	85	(13)
Sight-Reading in Word Lists	85	(3)
Passage Reading	88	(6)
Individual Checkouts for Rate and Accuracy	94	(1)
Diagnosis and Remediation	94	(4)
Irregular Words	98	(7)
When to Introduce	98	(1)
Sequence	99	(1)
Teaching Procedure	100	(1)
Modified Introductory Format	101	(1)
Facilitating Retention	101	(4)
Vocabulary and Language Skills: Beginning Stage	105	(14)
Vocabulary Teaching	105	(6)
Language Skills	111	(8)
Using Commercial and Teacher-Constructed Materials: Beginning Reading Stage	119	(21)
Selecting Instructional Materials	119	(6)
Classroom Instruction in Kindergarten	125	(3)
Classroom Instruction in First Grade	128	(8)
Technology	136	(4)
Research on Beginning Reading Instruction	140	(8)
Phonics Instruction	140	(1)
Phonemic Awareness	141	(2)
Key Phonics and Phonemic Awareness Studies in the NRP Report	143	(1)
Specific Instructional Strategies	144	(1)
Vocabulary and Language Skills	145	(1)
Summary	146	(2)
PART 3 Decoding
Overview of Decoding	148	(3)
Decoding Instruction	148	(1)
Phonic Analysis	149	(1)
Structural Analysis	149	(1)
Irregular Words	149	(1)
Comprehension	150	(1)
Phonic Analysis	151	(10)
Words With Letter Combinations	151	(6)
Words With a VCe Pattern	157	(4)
Structural Analysis	161	(11)
Words Formed by Adding Common Endings to Base Words That End With a Consonant	161	(2)
Introducing Words Formed by Adding ``ed''	163	(2)
VCe Derivatives	165	(3)
Y Derivatives	168	(1)
Multisyllabic Words Formed With Prefixes and Suffixes	168	(4)
Irregular Words: Primary and Intermediate Grades	172	(10)
Systematic Introduction of Irregular Words	172	(4)
Context as a Cue	176	(6)
Fluency Instruction and Passage Reading	182	(18)
Fluency	182	(1)
Passage Reading	183	(1)
Teaching Procedure	184	(11)
Reading Outside School	195	(5)
PART 4 Comprehension
Overview of Comprehension Instruction	200	(4)
Vocabulary Instruction	204	(16)
Indirect Vocabulary Learning	204	(1)
Direct Vocabulary Learning	205	(6)
Teaching Word-Learning Strategies	211	(5)
Relation of Vocabulary Instruction to Improving Comprehension	216	(1)
Summary	217	(3)
Specific Comprehension Skills for the Early Primary Level	220	(9)
Literal Comprehension	220	(4)
Sequencing	224	(1)
Summarization	225	(4)
Specific Comprehension Skills for the Late Primary and Intermediate Levels	229	(21)
Discriminating Literal and Inferential Questions	230	(1)
Inference	230	(7)
Prior Knowledge	237	(1)
Sentence Structure	238	(2)
Critical Reading	240	(10)
Narrative-Comprehension Strategies	250	(10)
Overview	250	(1)
Story Selection	250	(4)
Advanced Story-Reading Comprehension Strategy	254	(6)
Direct Instruction in Content-Area Reading	260	(48)
Characteristics of Expository Materials	260	(6)
Content-Area Lessons	266	(38)
Summary	304	(4)
PART 5 School and Classroom Implementation: Primary and Intermediate Grades
Using Commercial Reading Materials: Late Primary and Intermediate Grades	308	(11)
Constructing a Comprehensive Reading Program	308	(2)
Using and Modifying Materials	310	(1)
Screening and Placement Assessment at Beginning of the School Year	310	(4)
Grouping and Placement	314	(1)
Time for Instruction	315	(1)
Adapting Instructional Materials to Meet Needs of At-Risk Students	315	(4)
Corrective Readers	319	(8)
Guidelines for Establishing a Comprehensive Program for Children Who Are Behind	319	(2)
Constructing a Program for Children Reading Below Grade Level	321	(3)
Commercial Materials for the Child Who Is Reading Below Grade Level	324	(1)
Students With Limited English Proficiency	325	(1)
Tutoring Programs	325	(2)
Research on Fluency, Word Recognition and Decoding Skills, and Comprehension: Late Primary and Intermediate Grades	327	(19)
Fluency	328	(1)
Word Recognition and Comprehension	329	(2)
Vocabulary Acquisition	331	(3)
Text Organization and Reading Comprehension	334	(4)
Metacognition and Reading Comprehension	338	(7)
Summary	345	(1)
Appendix A: Word Lists	346	(15)
Appendix B: List of 400 Common Words	361	(3)
Appendix C: Outline of Lessons for Beginning Phonics Program	364	(3)
Appendix D: Basic Vocabulary for Beginning Readers and Suggestions for Assessing Student Knowledge	367	(4)
References	371	(12)
Name Index	383	(4)
Subject Index	387

Excerpts

In April of 2000, the National Reading Panel, a panel of scientists charged by the U.S. Congress with the responsibility of reviewing research in reading instruction and identifying methods that consistently relate to reading success, issued its long-awaited report. The findings of the National Reading Panel confirmed the validity of the content and procedures that have been included inDirect Instruction Readingsince the first edition. The panel pointed out the importance of teaching phonemic awareness (Chapter 6), letter-sound correspondences (Chapter 7), systematic and explicit phonics (Chapters 9, 10, 11, and 15), fluency (Chapter 18), vocabulary and language skills (Chapters 11 and 20), and strategies for comprehending narrative and content-area text (Chapters 21 to 24). Furthermore, the panel pointed out the importance of systematic and explicit teaching in all areas. Direct Instruction Reading,unlike most textbooks, has not described multiple approaches to teaching beginning reading but instead has provided and continues to provide the reader with detailed information on how to systematically and explicitly teach essential reading skills. The direct instruction approach is highly congruent with the findings of the National Reading Panel. The approaches described in this text have been shown to benefit all students, but are especially powerful with the most vulnerable learners, children who are at risk because of poverty, disability, or limited knowledge of English. This textbook is designed to provide teachers and soon-to-be teachers specific information that can help them to be effective with all their students. The text not only provides information on what to do but explains why particular procedures are recommended. Even though publishers have begun to incorporate more research findings into their reading programs, teachers will find great differences among programs regarding their effectiveness with at-risk students and must be prepared to make needed modifications and adjustments to ensure a successful learning experience for all students. Direct Instruction Readingpresents information on how to provide success to students through structuring initial teaching procedures so that the teacher presentation is clear; using language and demonstrations that can be understood by all children; sequencing the content to be sure that all essential skills and knowledge are taught in an aligned and coherent manner; using teacher presentation techniques that foster a high degree of interaction between teacher and student; and providing adequate practice and review to develop high levels of fluency and accuracy. Direct Instruction Readingattempts to help teachers create-a learning and instructional environment for teaching students in a humane and efficient manner. A learning environment is humane when the environment enhances the student's self-concept. Our experience, and our reading of the research, suggests that competence comes first, leading to increased self-concept. A learning environment is efficient when the maximum amount of learning occurs in the shortest possible time with the fewest resources. The organization ofDirect Instruction Readinghas changed somewhat from the third edition. We have organized the chapters to be congruent with the five major areas of reading instruction identified by the National Reading Panel. We continue to devote a disproportionate amount of the book to beginning reading, because the first months of reading instruction are immensely important to later reading success. The major change in this edition ofDirect Instruction Readingis not in the instructional details for how to teach reading, but in the chapters that connect Direct Instruction with the findings of the National Reading Panel, the chapters on how to establish a classroom reading program, and the chapters that present the research base that supp