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9780130412096

Reading As Communication

by ;
  • ISBN13:

    9780130412096

  • ISBN10:

    0130412090

  • Edition: 6th
  • Format: Hardcover
  • Copyright: 2002-01-01
  • Publisher: Pearson College Div
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List Price: $96.00

Summary

For undergraduate introductory courses in Reading Methods and graduate courses in Foundations in Reading Instruction. This classic text offers major revisions including concise summaries on up-to-the minute research regarding phonemic awareness, decoding, important aspects of whole language, direct skills instruction, and research findings from the Report of the National Reading Panel. As one of the most popular authorities on reading, May writes with warmth that engages both students and professors while promoting a balanced literacy approach.

Table of Contents

The Teacher
2(14)
Introduction: A New Teacher's Vignette
4(1)
At the Inservice: ``Learning More about Our Learners''
4(2)
A Closer Look at Realities and Mandates
5(1)
Your ``Principal'' Challenge
6(10)
Extra Tools for Your Reading Toolbox
11(5)
The Child
16(32)
The Teachings of Vygotsky
18(10)
The Zone of Proximal Development
19(9)
Literacy development
28(7)
The First Level of Literacy Awareness
28(2)
The Second Level of Literacy Awareness
30(1)
The Third Level of Literacy Awareness
31(4)
Theory into Practice
35(13)
Children are Consructivists
35(2)
Most Learning Is Intuitive and Implicit
37(1)
Apprentices Thrive on Nonpushing, Meaning-Saturated, Adult Intervention
38(3)
Learning Should Be Largely Functional
41(7)
The Process View of Literacy Cultivation
48(28)
Your Author's View of Literacy
53(12)
The Totality of Learning
53(1)
Reading Is the Other Half of Writing
54(1)
Reading Is Predicting
55(2)
Reading Is Checking Predictions
57(1)
What Is the Order of Predicting and Checking?
57(1)
Reading Is Schema Matching
58(2)
Reading Is Simultaneous Decoding and Comprehending
60(1)
Learning to Read Is a Social-Developmental Process
61(3)
Adams' Reading Processors
64(1)
A Synthesis of Views on Teaching Reading
65(11)
Effective Reading versus Ineffective: A Look at Children in Action
66(2)
A Look at Ineffective Reading: Observations and Research
68(2)
A Look at Effective Reading: Observations and Research
70(1)
Do Effective and Ineffective Readers Differ in Decoding Skill?
71(5)
Writing Development
76(38)
The Writing-Reading Connection: Research Reveals Their Reciprocal Nature
78(1)
Other Research on Combining Writing and Reading Instruction
78(1)
The Concepts of Reading and Writing Need to be Unified
79(1)
Landmarks in Writing/Spelling Development
79(9)
Scribbling and Drawing (S&D)
80(1)
Prephonetic Writing/Spelling (PPW)
81(1)
Phonetic Writing (W)
82(1)
Transitional Writing (T)
82(6)
Providing Your Writing Apprentices with a ``Scaffolding'' for Learning
88(8)
The Prewriting Stage
88(3)
The Drafting Stage
91(1)
Revising and Editing
92(3)
Publishing
95(1)
A Few Tips on Teaching the Five Steps
95(1)
Organization and Management of Instruction: The Writer's Workshop
96(4)
Setting Up Writing Instruction
96(1)
The Writing Workshop
97(3)
The Successful Teacher Models Rather than Tests
100(5)
Teacher Modeling of Journal Writing and Other Forms of Writing
100(1)
Modeling What Good Writers Do
101(1)
Developing a Sense of Audience
102(1)
Modeling Prewriting Activities
103(1)
Developing a View of Oneself as a Writer
103(1)
Group Modeling of the Five Steps of Process Writing
103(2)
A Few Ways to Motivate Young Writers
105(3)
Two Teachers Disclose Different Beliefs
105(2)
Give Kids a Green Light on Phonetic Spellings
107(1)
The Learning Environment
108(6)
The Classroom Environment for Learning to Journal
109(5)
Reading Fluency and Guided Reading
114(22)
The Importance of Fluency
116(1)
Are Fluency and Reading Comprehension Connected?
116(1)
The Importance of Modeling
117(1)
Student Practice
117(1)
Repeated Reading
117(7)
Research on Repeated Readings
118(1)
Oral Recitation Lesson
118(3)
Neurological Impress Method
121(1)
Echo Reading
122(1)
Choral Reading
122(2)
Guided Reading
124(3)
Guided Reading Basics
124(1)
Using ``Leveled'' Books
125(1)
How Guided Reading Lessons Are Conducted
126(1)
Measuring Fluency in Guided Reading Groups
126(1)
Predictable Text: Another Tool for Fluency Instruction
127(9)
Patterned Books
127(2)
Where Can You Find Predictable Texts?
129(2)
Research on Predictable Books
131(1)
Using Predictable Books
131(5)
Developing Reading Vocabulary
136(32)
Direct and Indirect Vocabulary Instruction
138(2)
Indirect Vocabulary Instruction
138(1)
Direct Vocabulary Instruction
139(1)
The Need for Reflective Thinking by the Teacher: Creating Balance
140(1)
Sight Words: Stepping-Stones for the Four Interactive Cues
140(1)
How Sight Words Help the Four Reading Cues
141(1)
The Need for an Essential Sight Word List
141(27)
Lists Already Created for You
142(1)
Ways of Teaching Essential Sight Words
143(2)
Word Walls
145(2)
Making Words
147(1)
Making and Writing Words (MWW)
147(2)
Word Sorts
149(1)
Patterned Books versus Basal Reader Stories
150(3)
Games versus Worksheets
153(2)
Direct Teaching through Spelling Activities
155(2)
Connected Flashcards
157(2)
Selecting Easy Literature for Teaching Sight Words
159(1)
Key Words: Personal Sight Words for Writing and Reading
160(2)
Environmental Print: Sight Words on the Run
162(1)
Other Writing Experiences: Creating Sight Words
163(5)
Teaching Decoding Skills: Phonemic Awareness, Alphabetic Principle, and Phonics
168(32)
Phonemic Awareness, Alphabetic Principle, and Print Concepts: The Foundation of Decoding Success
171(4)
Phonemic Awareness
171(1)
Helping Children Achieve Phonemic Awareness
172(1)
Alphabetic Principle: The Skill Following Phonemic Awareness
173(1)
Print Concepts
174(1)
Phonics
175(19)
Direct versus Indirect Teaching of Graphophonic Patterns
176(1)
The Analytic Teaching Method
176(2)
The Synthetic Method
178(2)
The Phonogram Method: An Analogy Strategy
180(4)
The Vowel-Pattern Method: Visual Emphasis
184(3)
Pattern versus Rules
187(3)
Attacking Multisyllable Words with Rimes and Vowel Patterns
190(1)
Teaching Phonics Using Whole Text
191(3)
Indirect Methods for Teaching Phonics
194(6)
Teacher's Toolbox: Second Language Learners
A Constructivist Approach to Concept and Vocabulary Growth
200(26)
When Do We Really ``Know'' a Word?
202(5)
Teaching Concepts while Teaching Words
203(1)
Comprehension Often Involves a Change of Hypothesis
203(1)
Measuring Reading Vocabulary
204(1)
Vocabulary Seen in the Perspective of Communication
204(1)
Myth: Comprehension Is Nothing More than Vocabulary Knowledge
205(1)
Vocabulary and Schemas
206(1)
Scaffolding: Helping Students Become Independent Vocabulary Learners
207(8)
A Scaffolding Demonstration
207(3)
Direct Instruction as Scaffolding
210(1)
Dale's Cone of Experience
211(4)
Vocabulary and Concept Learning Strategies
215(11)
Read Alouds
215(1)
Semantic Mapping
216(2)
Context Clues
218(2)
Free Reading
220(1)
The Dictionary as an Instructional Tool
220(2)
Is There a Magic List of Words to Teach Directly?
222(4)
Developing Reading Comprehension
226(32)
The Importance of Talking and Thinking about Literature
228(18)
Using Discussion to Expand Awareness
228(1)
Increasing Independence Using Discussion Webs
229(3)
K-W-L: Schma Matching through Self-Questioning
232(1)
The Importance of Teaching Individual Comprehension Strategies
233(2)
The Directed Reading-Thinking Activity
235(5)
Using Story Grammars as a Comprehension Strategy for Children
240(3)
Reciprocal Teaching
243(3)
Developing Higher Order Thinking
246(12)
A Whole Text Interactive Approach
246(4)
Helping Readers Notice Main Ideas---through Writing
250(1)
Comprehension Monitoring
251(7)
Teacher's Toolbox: Using Basal Readers
Using Literature and Informational Text
258(38)
The Role of Literature in Literacy Development
260(4)
Literature Can Provide Learners with Meaningful Practice
260(4)
Informational (Nonfiction) Texts
264(5)
Challenging the Reading Instruction Myth
264(1)
Teachers Must Develop Children's Nonfictional Schemas
265(1)
The Challenge of Expository Structures
266(2)
The Challenge of Content Area Vocabulary
268(1)
How to Establish a Classroom Library
269(2)
Criteria for an Adequate Classroom Library
269(2)
What Teachers Can Do to Use Books Effectively
271(4)
Know Children's Literature
271(1)
Provide Time for Reading Books
271(2)
Provide Choice
273(1)
Provide Abundant Opportunities to Respond to Literature
274(1)
The Development of Literacy in Depth---through Literature
274(1)
Teaching with Books: Approaches and Schemes
275(7)
The Personalized Literature Program: A Precursor of Today's Literature Programs
275(2)
The Reading Workshop
277(1)
Literature Circles and Book Clubs
278(2)
Using Themes, Topics, and Other Focal Units
280(2)
Using Literature as Your Main Medium of Literacy Development
282(1)
Specific Ways to Use Informational Text
282(8)
Learning to Read Expository Structures through Writing
282(2)
Teaching Content Vocabulary
284(2)
The Need for Mental Imagery
286(3)
Children's Literature Once More to the Rescue
289(1)
Are You Ready for This Type of Program?
290(6)
Assessing Reading and Literacy Abilities
296(32)
Goals of Assessment
298(1)
Creating Literacy Profiles: Portfolios...and More
299(16)
Portfolio Assessment: A Basic Philosophy
299(5)
Observation Tools
304(5)
Running Records: The Backbone of Early Years Assessment
309(6)
Comprehension Assessment: A Critical Part of Literacy Profiles
315(3)
Retelling and Storytelling: Comprehension Assessment Strategies
315(1)
Use Think-Alouds to Evaluate Thinking Processes
316(2)
Matching Kids to Books of Appropriate Difficulty
318(4)
Using Standardized Tests to Determine Reading Levels
318(2)
Estimates of Reading Levels from Basal Publishers
320(1)
Assessing Reading Levels with Cloze and Maze Tests
321(1)
Paper-and-Pencil Tests You May Occasionally Wish to Use
321(1)
A Final Word on Assessment
322(6)
Teacher's Toolbox: Assessment
Motivating Young Readers: The Affective Domain
328(25)
What Is Affect?
330(6)
Dimensions of Reading Motivation
330(1)
When There Are Problems with Affect
331(3)
Setting the Stage for Positive Affective Learning
334(2)
What Motivates Children to Read
336(2)
Some Tips on Achievement Motivation
337(1)
Interests of Elementary School Children
338(1)
Assessing Student Attitudes and Interests
338(4)
The Heathington Attitude Scales
339(3)
Assessing Interests
342(1)
Fostering Positive Attitudes toward Reading and Writing
342(11)
The Influence of Important Adults
342(5)
Providing Inspirational Models
347(2)
A Classroom Environment Where Authors Are Friends
349(4)
Glossary 353(6)
Name Index 359(6)
Subject Index 365(16)
About the Author 381

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