Multiple Paths to Literacy : Classroom Techniques for Struggling Readers, K-12

by Gipe, Joan P.

• ISBN13: 9780130308993
• ISBN10: 0130308994
• Edition: 5th
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Pearson College Div

Summary

Full of practical ideas and strategies, this book provides a comprehensive and balanced approach to diagnose, assess, and support the literacy development of struggling readers and second language learners. Unique to this book is a philosophical approach that links all literacy domains with the eight recognized multiple intelligences. This serves as a springboard for identifying appropriate instructional strategies to meet individual student needs.

Table of Contents

Part I Foundations	1	(146)
Fundamental Aspects of the Reading Process and Corrective Reading	3	(18)
Objectives
Key Concepts and Terms
Study Outline
Vignette	5	(1)
Dimensions of Reading	6	(7)
Reading Is a Language Process	6	(2)
Reading is a Cognitive Process	8	(1)
Reading Is a Psychological or Affective Process	8	(1)
Reading Is a Social Process	8	(1)
Reading Is a Physiological Process	9	(1)
Reading Is an Emerging Process	9	(1)
Reading Represents a Linguistic Intelligence	10	(3)
Beliefs About Reading	13	(3)
Prevalent Views	13	(2)
Personal Beliefs	15	(1)
Two Major Goals of Every Reading Program	16	(2)
Academic Reading	16	(1)
Recreational Reading	17	(1)
What Is Corrective Reading?	18	(1)
Who Is the Corrective Reader?	19	(1)
Summary	20	(1)
Suggested Readings	20	(1)
The Analytic Process: Its Nature and Value	21	(29)
Objectives
Key Concepts and Terms
Study Outline
Justification for the Analytic Process	23	(2)
Problems Associated with Assumptive Teaching	23	(2)
The Analytic Process Paradigm	25	(1)
Analytic Teaching: Supporting All Literacy Learners	25	(6)
The Analytic Teacher	26	(3)
The Analytic Process and Multiple Intelligences Theory	29	(2)
Analyzing Components of the Reading Process	31	(5)
Levels of Analysis and Correlative Diagnostic Questions	32	(3)
Components Outside the Major Domains: Reading-Related Factors	35	(1)
Basic Steps in the Analytic Process	36	(5)
Analysis of Reading Behaviors	36	(1)
Generation of Possible Teaching Hypotheses	37	(1)
Teaching	37	(3)
Reexamination of Reading Behaviors	40	(1)
From Teaching Hypotheses to Lesson Plans	41	(5)
Objectives	41	(3)
Procedures	44	(2)
A Complete Lesson	46	(3)
Summary	49	(1)
Suggested Readings	49	(1)
Language Diversity Foundations for Literacy Instruction	50	(15)
Objectives
Key Concepts and Terms
Study Outline
Communicative Competence	52	(2)
Some Linguistic Variations	54	(1)
Examples of Language Variations	55	(4)
African American Vernacular English	55	(1)
Additional Language Varieties	56	(3)
Instructional Principles	59	(4)
Summary	63	(1)
Suggested Readings	63	(1)
Recommended Web Sites for Related Professional Organizations	64	(1)
Reading-Related Factors	65	(27)
Objectives
Key Concepts and Terms
Study Outline
Historical Background	66	(1)
Three Basic Categories	67	(23)
Physical Factors	67	(12)
Psychological Factors	79	(4)
Environmental Factors	83	(7)
Summary	90	(1)
Suggested Readings	90	(2)
Reading Assessment: Indirect Measures	92	(15)
Objectives
Key Concepts and Terms
Study Outline
Assessment and Evaluation: Basic Concepts	94	(6)
Definitions	94	(3)
Basic Measurement Concepts	97	(3)
Purposes of Testing in Reading	100	(1)
Published Reading Tests	100	(5)
Standardized Reading Survey Tests	101	(1)
Standardized Diagnostic Reading Tests	102	(2)
Criterion-Referenced Tests	104	(1)
Summary	105	(1)
Suggested Readings	106	(1)
Reading Assessment: Direct Measures	107	(40)
Objectives
Key Concepts and Terms
Study Outline
Commonly Used Direct Measures	109	(31)
Text-Related Tests	109	(1)
Informal Reading Inventories	109	(18)
Cloze Procedure	127	(2)
Assessment by Observation. Conferences and Interviews, and Performance Samples	129	(11)
Documentation and Record Keeping	140	(2)
Vignette	142	(3)
Summary	145	(1)
Suggested Readings	145	(2)
Part II The Major Domains	147	(230)
The Reading/Writing Connection	149	(29)
Objectives
Key Concepts and Terms
Study Outline
The Role of the Teacher in a Writing Program for Struggling Readers	151	(1)
Implementing the Writing Program	152	(14)
Observations, Initial Assessments, and Instructional Decisions	152	(4)
Nonstructured Writing Activities	156	(1)
Structured Writing Lessons and Activities	156	(10)
A Focus on SLL: The Language Experience Approach	166	(7)
Writing Instruction and Authentic Assessment: A Continuous Process	173	(3)
Shared Observations	173	(1)
Postwriting Questionnaires	174	(1)
Spelling Questionnaires	174	(1)
Portfolios	175	(1)
Summary	176	(1)
Suggested Readings	177	(1)
World Recognition	178	(39)
Objectives
Key Concepts and Terms
Study Outline
Listening Vocabulary	180	(3)
Assessment	181	(1)
Instruction	182	(1)
Sight Vocabulary	183	(7)
Assessment	183	(1)
Instruction	184	(6)
Fluency	190	(2)
Predictable Language Method	190	(1)
Neurological Impress Method (NIM)	191	(1)
Repeated Readings	191	(1)
Echo Reading	192	(1)
Readers Theatre	192	(1)
Word Recognition Strategies	192	(1)
Use of Context Clues	193	(5)
Expectancy and Picture Clues	193	(3)
Meaning Clues	196	(2)
Visual Analysis	198	(9)
Monosyllabic Words	199	(1)
Polysyllabic Words	200	(2)
Assessment	202	(1)
Instruction	203	(4)
A Focus on SLL: Word Configuration Boxes	207	(1)
Knowledge of Word Parts	208	(4)
Assessment	208	(2)
Instruction	210	(2)
Blending and Synthesizing	212	(2)
Assessment	212	(1)
Instruction	213	(1)
Summary	214	(1)
Suggested Readings	215	(2)
Reading Comprehension: Foundations	217	(35)
Objectives
Key Concepts and Terms
Study Outline
Background	218	(1)
Factors Affecting the Comprehension Process	219	(6)
Factors within the Reader	219	(3)
Factors within the Written Message	222	(2)
Environmental Factors	224	(1)
Theories and Models of the Comprehension Process	225	(3)
Schema Theory	225	(1)
Reading Comprehension as Cognitive-Based Processing	226	(1)
Reading Comprehension as Sociocognitive Processing	227	(1)
Reading Comprehension as Transactional	227	(1)
Reading Comprehension as Transactional-Sociopsycholinguistic	227	(1)
Reading Comprehension as Influenced by Attitude	228	(1)
Skilled versus Less Skilled Comprehenders	228	(2)
Assessment and Instruction for General Comprehension	230	(12)
Assessing the Ability to Organize Text	231	(2)
Instruction for General Comprehension	233	(9)
A Focus on SLL: The Experience-Text-Relationship Method	242	(9)
Summary	251	(1)
Suggested Readings	251	(1)
Meaning Vocabulary	252	(24)
Objectives
Key Concepts and Terms
Study Outline
Introduction	253	(1)
Assessing Knowledge of Word Meanings	253	(3)
Identification	254	(1)
Multiple Choice	254	(1)
Matching	254	(1)
Checking	255	(1)
Instruction for Word Meanings	256	(9)
General Instructional Procedures	256	(4)
Vocabulary Exercises	260	(5)
A Focus on SLL: Homophones, Homographs, and Idioms	265	(9)
Instruction for Specialized Vocabulary	269	(5)
Summary	274	(1)
Suggested Readings	275	(1)
Reading Comprehension and Strategic Reading for Narrative Text	276	(14)
Objectives
Key Concepts and Terms
Study Outline
Assessment for Narrative Text: Retellings	277	(2)
Instruction for Narrative Text	279	(5)
A Focus on SLL: Generating Stories	284	(5)
Summary	289	(1)
Suggested Readings	289	(1)
Strategic Reading for Expository Text	290	(25)
Objectives
Key Concepts and Terms
Study Outline
Assessing Awareness of Strategic Reading and Study Habits	292	(1)
Instructional Techniques for Developing Strategic Reading Habits	293	(9)
Stages of Studying	293	(9)
A Focus on SLL: GIST-Generating Interaction between Schemata and Text	302	(11)
General Study Strategies	309	(4)
Summary	313	(1)
Suggested Readings	313	(2)
Study Skills	315	(40)
Objectives
Key Concepts and Terms
Study Outline
Study Skills and the Struggling Reader	317	(1)
Assessing Locational Skills	318	(7)
Alphabetizing	319	(1)
Book Parts	319	(2)
Reference Materials	321	(2)
Reference Skills	323	(2)
Instruction for Developing Locational Skills	325	(2)
General Teaching Procedures for Direct Instruction	325	(1)
Specific Activities	326	(1)
Assessing for Organizing Information	327	(4)
Attentive Listening	328	(1)
Classifying Words, Phrases, and Sentences	328	(1)
Main Ideas and Supporting Details	329	(1)
Sequencing	330	(1)
Summarizing and Synthesizing	330	(1)
Listening, or Auditory Comprehension	331	(1)
Instruction for Organizing Information	331	(12)
Attentive Listening	331	(1)
Classifying	332	(1)
Main Ideas and Supporting Details	333	(1)
Sequencing	334	(1)
Summarizing and Synthesizing	335	(3)
Listening, or Auditory Comprehension	338	(4)
Note Taking	342	(1)
A Focus on SLL: Dictogloss	343	(6)
Outlining	345	(4)
Assessing for Interpretation of Graphic and Pictorial Materials	349	(2)
Instruction for Interpreting Graphic and Pictorial Materials	351	(3)
General Teaching Procedure	351	(3)
Real-World Usage	354	(1)
Summary	354	(1)
Suggested Readings	354	(1)
Arts at Every Opportunity: Weaving It All Together	355	(22)
Objectives
Key Concepts and Terms
Study Outline
Overview	356	(1)
Meeting the Needs of All Learners	357	(3)
Multiple Intelligences	359	(1)
Empowering Students from Diverse Backgrounds	359	(1)
Support for Integrating the Arts	360	(1)
Using Creativity, Imagination, and Professional Expertise to Plan Lessons	360	(2)
Arts at Every Opportunity in a Corrective Reading Program	361	(1)
Developing Proficiency in Weaving Literacy Lessons with the Arts	361	(1)
Carefully Studying Student Responses	362	(1)
Complementing Literature with Creative Visuals	362	(1)
Linking Literacy Lessons with the Visual Arts	362	(4)
Beginning in Modest Ways	363	(1)
Combining Creative Writing with the Visual Arts	363	(2)
Creating Visual Representations of Snow White and the Poison Apples	365	(1)
Mural Constructions of Gregory Cool	365	(1)
K-W-L and The Very Hungry Caterpillar	365	(1)
Linking Literacy Lessons with Drama Enactments	366	(3)
A Focus on SLL: Choral Reading in Readers Theatre	369	(1)
Choral Reading	369	(1)
A More Formal Drama Enactment	370	(1)
A Scripted, Rehearsed Puppet Show	370	(1)
Linking Literacy Lessons with Music	370	(3)
Infusing Music into Every Teaching Session	371	(1)
Enjoyment and Informality	371	(1)
A Chant with Rhyming Words	371	(1)
Content Reading and Music	372	(1)
A Native American Song with ``Talking Hands''	372	(1)
Linking Literacy with Dance	373	(1)
Spontaneous Dance	373	(1)
Envisioning the Solar System through Dance	373	(1)
Dance of the Birds, Reptiles, and Mammals	374	(1)
Summary	374	(1)
Suggested Readings	375	(2)
Appendix A Weekly Progress Report	377	(1)
Appendix B Useful Websites Related to Literacy Development	378	(3)
Appendix C IRA/NCTE Standards for the English Language Arts	381	(2)
Appendix D Books to Build the Self-Esteem of Students in Multiethnic Settings	383	(4)
Appendix E Text Readability	387	(4)
Appendix F Instructional Environment Survey	391	(2)
Appendix G Levels of Analysis and Correlative Diagnostic Questions: A Summary	393	(2)
Appendix H Gathering Affective Information	395	(2)
Appendix I Stages in Spelling Development	397	(5)
Appendix J Scoring Systems for Writing	402	(6)
Appendix K James McCarthy's ``Our Visit to the Farm''	408	(4)
Appendix L Useful Phonics Generalizations	412	(1)
Glossary	413	(10)
References	423	(20)
Index	443

Excerpts

I would like to begin this preface by saying that this text, in particular this fifth edition, embodies a profound respect for teachers as knowledgeable, thinking professionals. I feel there is a need for such a statement when state legislatures around the country are mandating curriculum and program "police" are monitoring classrooms to ensure that teachers be technicians of a particular program rather than be trusted to teach as the professional educators that they are. Teaching is very hard work. It requires a view of oneself as a lifelong learner. Teachers also view themselves as researchers, constantly questioning their methods and trying new ideas that might help them to meet the needs of all the students entrusted to them. Just as classroom teachers are continually developing as professionals, so am I, as the author of this text. Between editions I regularly read professional literature, attend conferences, work with students of all ages, and discuss ideas with colleagues for the express purpose of identifying the methods and theories related to literacy assessment and instruction that represent the best of what is known in the field of literacy education. Therefore, as I have done for prior editions, I offer, in this edition, information based on the most current research in the field and the best thinking of literacy experts representative of a variety of viewpoints to present a balanced look at what we educators can do to help all learners achieve literacy. A continuing goal is also to provide teacher education students, classroom teachers, and reading teachers with a guide and a resource for meeting the needs of readers experiencing difficulty, including second-language learners, found in most classrooms throughout the United States. The use of quality children's literature as a starting point for literacy instruction remains a major focus. This edition also strongly supports a view of literacy development that includes multiple forms of literacy. From text-based forms to technology-related literacy to visual literacy and the performing arts, incorporating a variety of forms is essential to meeting the needs of learners in today's world. The conceptual framework that best illuminates this view is Gardner's (1983, 1999) multiple intelligences (MI) theory, which is greatly expanded upon in this edition. In addition, a conscious effort has been made to present techniques appropriate to, or easily modified for, any grade level from primary through secondary school. Students can experience difficulty at any point in their literacy development. Difficulty is often first noticed when students are asked to read material such as expository text that requires strategic reading behaviors different from those for reading narrative text. WHAT IS NEW IN THIS EDITION? Expanded coverage of Gardner's multiple intelligences theory throughout the text. Included are margin notes that make explicit connections between a particular strategy and the specific intelligence it represents as an entry to literacy development. Expanded coverage of literacy development for second-language learners (SLL), including a major revision and earlier placement in the text of a foundational chapter on language diversity, and highlighting within chapter boxes particularly effective SLL strategies for each domain chapter. A new chapter on integrating the arts and literacy instruction. This chapter contains actual examples that describe specific activities for linking literacy with the visual arts, drama, music, and dance. A more logical arrangement and increased coverage of comprehension topics. There is now a separate chapter on meaning vocabulary, with chapters on general comprehension strategies, strategic reading for both narrative and expository material, and study skills, for a total of five chapters that deal specifically with comprehension issues. More integration of technology