Every Child Reading

by Morris, Darrell; Slavin, Robert E.

• ISBN13: 9780321087638
• ISBN10: 0321087631
• Edition: 1st
• Format: Paperback
• Copyright: 2002-09-17
• Publisher: Pearson

Summary

Presents a balanced, valid strategy by providing specific assessment, instructional and management procedures cutting through the maze of controversy in beginning reading! bull; bull; Appeals to teachers working directly with children and administrators looking for strategic answers to complex questions about beginning reading instruction. bull; Includes a list of specific issues that the first grade teacher must address regardless of the reading program used bull; Succinctly defines the problem of early reading failure in both human and statistical terms. After defining the problem of early reading failure in our schools, renowned authors Robert Slavin and Darrell Morris include chapters on effective classroom reading instruction for kindergarten and first grade, one-on-one tutorial instruction, and reading instruction strategically organized on a school-wide basis. Taking a developmental position, the authors describe specific assessment, instructional, and management procedures that will be useful to both in-service and pre-service teachers. The information is practical and detailed, blending classroom-tested pedagogical knowledge with the latest research findings. This text appeals to both teachers working directly with children and administrators who are looking for strategic answers to complex questions about beginning reading instruction. Darrell Morris is a Professor of Language, Reading and Exceptionalities and Director of the Reading Clinic at the Appalachian State University. His areas of expertise are clinical teaching and beginning reading. Robert E. Slavin, is co-director of the Center for Research on the Education of Students Placed at Risk (CRESPAR), a collaboration between Johns Hopkins and Howard Universities. CRESPAR is the largest of the OERI research centers.

Author Biography

Darrell Morris is a Professor of Language, Reading and Exceptionalities and Director of the Reading Clinic at the Appalachian State University. His areas of expertise are clinical teaching and beginning reading. Robert E. Slavin, is co-director of the Center for Research on the Education of Students Placed at Risk (CRESPAR), a collaboration between Johns Hopkins and Howard Universities. CRESPAR is the largest of the OERI research centers.

Table of Contents

Preface	vii
Why Reading Reform Is Essential	1	(7)
Is There a Reading Crisis?	2	(2)
Every Child Reading: What Would It Take?	4	(2)
References	6	(2)
Reading Instruction in Kindergarten	8	(25)
A Kindergarten Reading Program	9	(13)
Reading Aloud to Children	9	(2)
Contextual Reading	11	(1)
Dictated Experience Stories	11	(2)
Big Books	13	(3)
Alphabet, Phoneme Awareness, and Letter-Sound Correspondences	16	(3)
Early Writing	19	(3)
Summation	22	(1)
Assessment and Its Instructional Implications	22	(5)
Beginning-of-Year Assessment	22	(1)
Mid-Year Assessment	23	(1)
Small Group Instruction	24	(1)
End-of-Year Assessment	25	(1)
Analyzing End-of-Year Performance	25	(2)
References	27	(2)
Appendix	29	(4)
Reading Instruction in First Grade	33	(27)
Issues in First-Grade Reading Instruction	34	(21)
Assessing Early Reading Ability	34	(2)
Providing for Individual Differences	36	(1)
Grouping within a Classroom	37	(2)
Grouping across Classrooms	39	(1)
Acquiring a Set of Carefully Graded Reading Materials	39	(2)
Developing an Effective Small-Group Instructional Routine	41	(1)
Guiding Children's Contextual Reading	42	(2)
Teaching Word Recognition	44	(5)
Pacing Reading Instruction Efficiently	49	(2)
Additional Pieces of the Puzzle	51	(2)
Documenting End-of-Year Reading Achievement	53	(2)
Conclusion	55	(1)
References	55	(3)
Appendix	58	(2)
Tutoring At-Risk Beginning Readers	60	(20)
The Need for Tutoring	60	(5)
Why Tutoring Works	62	(3)
Research-Based Tutorial Models	65	(8)
Reading Recovery	65	(1)
Early Steps	66	(1)
The Howard Street Tutoring Program	67	(4)
Book Buddies	71	(1)
Summary Comments	72	(1)
A School-Based Plan for Tutoring At-Risk Beginning Readers	73	(5)
The Paradox of Tutorial Intervention	73	(1)
A New Role for the Reading Teacher	74	(1)
Scheduling Reading Instruction	74	(2)
The Tutors	76	(1)
Training the Supervisor of Tutors	77	(1)
Conclusion	78	(1)
References	78	(2)
Success for All: An Approach to Schoolwide Reading Reform	80	(20)
Success for All Components	80	(4)
Grouping	81	(1)
Eight-Week Assessments	81	(1)
Reading Tutors	82	(1)
Preschool and Kindergarten	83	(1)
Family Support Team	83	(1)
Program Facilitator	84	(1)
Reading Approaches	84	(8)
Reading Roots (First Grade)	85	(1)
Building Listening Comprehension	85	(1)
Building Reading Strategies	85	(4)
Reading Wings	89	(1)
Story-Related Activities	89	(3)
Listening Comprehension	92	(1)
Direct Instruction in Reading Comprehension	92	(1)
Independent Reading	92	(1)
Writing and Language Arts	92	(4)
Writing from the Heart (Primary)	93	(2)
Writing Wings (Upper Elementary)	95	(1)
Writing Process Activities	95	(1)
Revision and Editing Skills Lessons	96	(1)
Research on Success for All	96	(2)
Conclusion	98	(1)
References	98	(2)
Index	100