Readingand Learning To Readthe Reading Process | |
The Cognitive-Constructivist View of Reading | |
In the Classroom 1.1: Using Background Knowledge | |
The Cognitive Orientation | |
Schema | |
Constructivism | |
Reader-Response Theory | |
Sociocultural Theory | |
Reflect and Apply | |
Concepts That Elaborate and Complement the Cognitive-Constructivist View | |
The Interactive Model of Reading | |
Automaticity | |
Metacognition | |
The Reading Corner: Books That Help Build Automaticity | |
The Reading Proficiency Of U.S. Studentsa | |
Response to Current Criticisms | |
Literacy for Today's and Tomorrow's World | |
In the Classroom 1.2: Developing Present-Day Literacy in Sixth Grade | |
Reflect and Apply | |
A Literacy Curriculum For Today's And Tomorrow's World | |
Phonemic Awareness and Other Aspects of Emergent Literacy | |
Phonics and Other Word Recognition Skills | |
Fluency and Matching Students with Appropriate Texts | |
Vocabulary Learning and Instruction | |
Scaffolding Students Comprehension of Text | |
Teaching Comprehension Strategies | |
Encouraging Independent Reading and Reader Response | |
Fostering Higher-Order Thinking and Deep Understanding | |
Reflect and Apply | |
An Overview Of This Book | |
Chapter-by-Chapter Overview | |
The Components and Organization of the Chapters | |
Strengths And Challenges Of Diversity | |
Concluding Remarks | |
Extending Learning | |
Children's Literature | |
Reading Instructioninstructional Principles | |
Traditional Instructional Principles | |
Focusing on Academically Relevant Tasks | |
Employing Active Teaching | |
Fostering Active Learning | |
The Reading Corner: Informational Books That Give Students Opportunities to Make Critical Responses | |
In the Classroom 2.1: Actively Engaging Students in Reading and Responding to a Text | |
Distinguishing Between Instruction and Practice | |
Providing Sufficient and Timely Feedback | |
Teaching for Transfer | |
Reflect and Apply | |
Constructivist and Sociocultural Perspectives on Instruction | |
Scaffolding | |
The Zone of Proximal Development | |
The Gradual Release of Responsibility Model | |
Cognitive ModelingIn the Classroom 2.2: Cognitive Modeling | |
Direct Explanation | |
Contextualizing, Reviewing, and Practicing What Is Learned | |
Teaching for Understanding | |
Cooperative Learning | |
Reflect and Apply | |
A Brief History Of Reading Instruction In The United States | |
The Colonial Period and the 19th Century | |
The Heyday of Basal Readers | |
The Challenge to Basal Readers: Whole-Language and Literature-Based Approaches | |
Massive Federal Intervention in Reading | |
Reading Instruction At Its Best | |
Reflect and Apply | |
Strengths And Challenges Of Diversity | |
Differing Participation Structures | |
A Diverse Classroom Library and Time to Read | |
High Achievement for Students of Color | |
Concluding Remarks | |
Extending Learning | |
Children's Literature | |
Motivation And Engagementmaking Motivation A Top Priority | |
The Critical Importance of Success | |
Creating A Literate Environment | |
Modeling | |
Time | |
The Classroom | |
Materials | |
In the Classroom 3.1: Assessing Students' Reading Attitudes and Interests | |
The Reading Corner: Books about Food and Families in Many Cultures | |
Choice | |
In the Classroom 3.2: Poetry Browsing to Create Interest | |
Clas | |
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