Strategies for Reading Assessment and Instruction : Helping Every Child Succeed

by Reutzel, D. Ray; Cooter, Robert B.

• ISBN13: 9780130988997
• ISBN10: 0130988995
• Edition: 2nd
• Format: Paperback
• Copyright: 2003-01-01
• Publisher: Prentice Hall

Summary

Written by authors well known for their expertise in the field, the second edition of this complete resource offers a wide-ranging compendium of research-validated assessment tools and reading practices--all based on the most recent trend in reading education,comprehensive reading instruction. Coverage encompasses the issues involved in reading instruction, past and present, and relates these issues to current best practices in such areas as phonological awareness (phonemic awareness, phonics, the alphabetic principle), comprehension, fluency, and others. The book's easy-to-use format invites involvement, and rewards the reader with concrete answers to the question of how to teach reading and writing effectively and interestingly. For practicing and future teachers preparing themselves for the diversity of today's classrooms--especially ELL, ESL, and bilingual students.

Author Biography

D. Ray Reutzel is currently the Emma Eccles Jones Endowed Chair and Distinguished Professor of Early Childhood Education and Director of the Emma Eccles Jones Center for Early Childhood Education at Utah State University.

Table of Contents

Section I FOCUS ON COMPREHENSIVE READING INSTRUCTION
No Child Left &hind: Comprehensive Reading Instruction	1	(24)
The Reading Wars: A Time of Turmoil in Reading Instruction	2	(2)
Balanced Reading Instruction: Attempted Compromise, Confused Message	4	(8)
The Milestones of Reading Development: Knowing Which Skills to Teach and When	12	(5)
Comprehensive Reading Instruction: Purposeful Assessment	17	(3)
An Invitation...	20	(1)
Selected References	21	(4)
Classroom Reading Assessment	25	(28)
Learning Fundamentals	26	(5)
Principles of Classroom Reading Assessment	31	(3)
Finding Out What Kids Can Do: Basic Assessment Strategies	34	(7)
Comprehension Assessment Basics: Using Retellings	41	(1)
Analyzing Assessment Information: If-Then Thinking	42	(8)
Only the Beginning...	50	(1)
Selected References	50	(3)
Understanding Reading Instruction	53	(30)
Reading to, With, and by Children	53	(1)
Reading to Children	54	(8)
Reading With Children	62	(11)
Reading by Children	73	(6)
Library Corner	79	(1)
Selected References	79	(4)
Section II ORGANIZING FOR INSTRUCTION
Organizing for Effective Reading Instruction	83	(36)
Creating Effective Classrooms	83	(17)
Scaffolding Classroom Reading Instruction (K-2): The Primary Grades Literacy Workshop	100	(7)
Scaffolding Classroom Reading Instruction (3-6): The Reading Workshop	107	(9)
Selected References	116	(3)
Section III ASSESSMENT AND INTERVENTION STRATEGIES
Oral Language Assessment and Development	119	(22)
Background Briefing for Teachers	119	(5)
Assessing Oral Language Development	124	(6)
Teaching Strategies for Developing Oral Language	130	(1)
Intervention Strategy Guide for Oral Reading	131	(8)
Selected References	139	(2)
Children's Concepts About Print	141	(30)
Background Briefing for Teachers	142	(3)
Assessing Children's Concepts about Print	145	(6)
Instructional Interventions and Strategies: Helping Every Student Learn the Concepts about Print	151	(1)
Intervention Strategy Guide for Concepts about Print	152	(12)
Additional Strategies for English Language Learners	164	(2)
Including All Students	166	(1)
Selected References	167	(4)
Phonemic Awareness and Alphabetic Principle	171	(24)
Background Briefing for Teachers	171	(2)
Assessment Category I: Assessing Phonemic Awareness	173	(5)
Assessment Category II: Assessing Letter Knowledge	178	(2)
Assessment Category III: Assessing Alphabetic Principle Knowledge	180	(2)
Intervention Strategy Guide for Phonemic Awareness and Alphabetic Principle	182	(1)
Intervention Category I: Strategies for Teaching Phonemic Awareness	183	(4)
Intervention Category II: Strategy for Learning about Letters	187	(2)
Intervention Category III: Teaching the Alphabetic System	189	(1)
Additional Strategies for English Language Learners	190	(2)
Selected References	192	(3)
Phonics and Word Attack Skills	195	(30)
Background Briefing for Teachers	196	(6)
When to Teach Specific Phonics and Other Word Attack Skills: The Scope of Instruction	202	(2)
Assessing Phonics and Word Attack Knowledge	204	(7)
Intervention Strategy Guide for Phonics and Word Attack Skills	211	(1)
Teaching Strategies: Helping Students Increase Phonics and Word Attack Knowledge	212	(10)
Selected References	222	(3)
Teaching and Assessing Vocabulary Development	225	(28)
Background Briefing for Teachers	226	(3)
Assessing Vocabulary Knowledge	229	(2)
Intervention Strategy Guide for Vocabulary Development	231	(1)
Teaching Strategies: Helping Students Increase Their Reading Vocabularies	232	(18)
Selected References	250	(3)
Story Comprehension	253	(40)
Background Briefing for Teachers	253	(2)
Assessing Children's Story Comprehension	255	(17)
Intervention Strategy Guide for Story Comprehension	272	(1)
Instructional Interventions and Strategies: Helping Every Student Comprehend Stories	273	(13)
Additional Strategies for English Language Learners	286	(1)
Including All Students	287	(2)
Selected References	289	(4)
Reading Comprehension: Information Texts	293	(28)
Background Briefing for Teachers	294	(1)
Assessing Knowledge of Expository Text Patterns	294	(8)
Instructional Interventions and Strategies: Developing Readers and Writers of Expository Text	302	(1)
Intervention Strategy Guide for Expository Text Reading	303	(16)
Selected References	319	(2)
Developing Research and Reference Skills	321	(26)
Background Briefing for Teachers	322	(1)
Assessing Student Knowledge of Research and Reference Skills	322	(4)
Teaching Students Research and Reference Skills	326	(2)
Intervention Strategy Guide for Developing Research and Reference Skills	328	(18)
Selected References	346	(1)
Writing and Reading	347	(28)
Background Briefing for Teachers	347	(1)
Assessing Writing Development	348	(3)
Other Activities for Assessing Reading-Writing Connections	351	(5)
Teaching Strategies	356	(1)
Intervention Strategy Guide for Writing and Reading	357	(9)
Writing Connections with Books: Drawing Students Closer	366	(4)
Bookmaking and Publishing Activities	370	(3)
Selected References	373	(2)
Reading Fluency	375	(22)
Background Briefing for Teachers	376	(2)
Assessing Children's Reading Fluency	378	(5)
Developing Reading Fluency for All Children	383	(1)
Intervention Strategy Guide for Reading Fluency	384	(8)
Additional Strategies for English Language Learners	392	(1)
Including All Students	393	(1)
Selected References	394	(3)
Literature Response	397	(42)
Background Briefing for Teachers	397	(3)
Assessing Readers' Responses to Literature	400	(21)
Responding to Reading for All Children	421	(1)
Intervention Strategy Guide for Literature Response	422	(12)
Additional Strategies for English Language Learners	434	(1)
Including All Students	435	(1)
Selected References	436	(3)
Section IV GOING BEYOND THE CLASSROOM WALLS
Getting Families Involved: A Primer	439	(18)
Background Briefing for Teachers	440	(2)
Activities Matched to Grade Levels	442	(1)
Family and Community Involvement Activities	442	(1)
Part I: Providing Materials and Strategies for the Home	442	(1)
Intervention Strategy Guide for Getting Families Involved	443	(8)
Part II: Community Involvement	451	(4)
Selected References	455	(2)
Name Index	457	(6)
Subject Index	463

Excerpts

After years of intense debate in the "reading wars," the swinging pendulum of fads and fancy in reading instruction seems to be settling into a more inclusive and complete view.Comprehensive reading instructionis now regarded by most classroom teachers and reading scholars as the only viable position to take in relation to philosophy and classroom practice (see, for example, Pearson, 1999; Pressley, 2002; Rayner, Foorman, Perfetti, & Seidenberg, 2002). As we have continued to work in real-world classrooms, it has become increasingly apparent that children, and the profession itself, can benefit from this settling of the pendulum oncomprehensive reading instruction. For the second edition ofStrategies for Reading Assessment and Instruction,our intent was to compose a book containing the best research-proven assessment and teaching strategies from the field of comprehensive reading instruction. This is a ready reference to assist classroom teachers in identifying and solving problems encountered by students as they advance on the path of becoming fluent, strategic, and successful readers. Each chapter is self-contained and, starting with Chapter 5, includes these special segments: Brief research updatesthat serve as a kind of "executive summary for teachers." Assessment strategiesand tools for determining each child's reading needs and abilities. An Intervention Strategy Guidefor linking assessment findings for each student to the teaching strategies that can help them grow and succeed as readers. Highly effective teaching strategiesfrom the research on comprehensive reading instruction in such areas as alphabetics (i.e., phonemic awareness, alphabetic principle, phonics), comprehension, fluency, and much more. Special strategies for English Language Learners(ELL, ESL, bilingual). Accommodations for students with special needs. FOR THE PRACTICING EDUCATOR Classroom reading teachers will also discover thatStrategies for Reading Assessment and Instructionprovides an extensive compendium of research-validated practices and assessment tools to (1) inform your daily instruction, (2) meet the needs of individual learners, and (3) develop an understanding of the essentials of comprehensive reading instruction. For those who teach in special education resource rooms, Title I reading programs, and university reading clinics, this volume likewise provides a wide-ranging collection of strategies to assist students with special needs. ADVANTAGES FOR PRESERVICE TEACHERS For preservice teachers, this second edition ofStrategies for Reading Assessment and Instructionoffers a practical resource for understanding past and present issues in reading instruction and assessment. It also provides ready-to-use assessment tools and related instructional strategies you can use in your field experiences in reading instruction, clinical experiences, and student teaching assignments. AS A TOOL FOR PROFESSIONAL DEVELOPMENT WORKSHOPS Strategies for Reading Assessment and Instructionis an ideal tool for ongoing professional development. This book contains the latest in research on comprehensive reading instruction, highly effective assessment, and teaching strategies, and presents this information in an easy-to-use format that makes the implementation of new methods in the classroom quick and easy. In fact, the first edition ofStrategies for Reading Assessment and Instructionwas used as the primary resource in literally hundreds of workshop sessions on comprehensive reading instruction across the United States.