Informed Reading Teacher Research-Based Practice, The

by Harp, Bill; Brewer, Jo Ann

• ISBN13: 9780130883384
• ISBN10: 0130883387
• Edition: 1st
• Format: Paperback
• Copyright: 2004-04-06
• Publisher: Pearson

Summary

The Informed Reading Teacher: Research-Based Practice models the idea that the best literacy teacher is the informed literacy teacher. How does a teacher become informed? Through Research bull; bull;What the Research Says features throughout every chapter distill key concepts from pinnacle search and link them to classroom teaching. bull;Accessible and engaging writing makes the research clear and manageable for preservice and practicing teachers. bull;The Companion Website offers alternative views on research pieces, allowing users to weigh each study and engage in global discussions on what the research says about literacy teaching. Through Assessment and Evaluation bull; bull;A complete chapter demonstrates the importance of weaving assessment and evaluation through all literacy teaching. bull; Assessment and Evaluation features identify specific strategies and the most appropriate contexts for their use. bull;Chapter sections throughout fart 3 model assessment and evaluation in h-2, 3-5, and 6-8 classrooms. Through Professional Development bull; bull;Good literacy teachers stay informed throughout their careers. A complete chapter on professional development illustrates the best ways to continue to develop throughout a teaching career. bull;The Companion Website connects users to many sources for continuing professional development.

Author Biography

Bill Harp, Ed.D. is professor of Language Arts and Literacy in The Graduate School of Education, University of Massachusetts-Lowell where he works with masters and doctoral students. He is the editor of The Bill Harp Professional Teachers' Library, an imprint of The Christopher-Gordon publishing company. Dr. Harp is currently working on the third edition of Handbook of Literacy Assessment and Evaluation, also published by Christopher-Gordon. Bill's teaching experience ranges from Head Start through sixth grade. He has been an elementary school principal and director of programs for the gifted.

Jo Ann Brewer, Ed.D. is professor of Language Arts and Literacy in the Graduate School of Education, University of Massachusetts-Lowell, where she works with masters and doctoral students. The fifth edition of her textbook Introduction to Early Childhood Education: Preschool through Primary Grades was released in the summer of 2003. Her classroom teaching experiences include many years in kindergarten and primary grade classrooms in Texas. As an administrator, she has had experience in classrooms in California. As a faculty member she has worked in elementary schools in Oregon, Arizona, and Massachusetts. Currently she is working with a group of preschool directors who are interested in increasing the literacy opportunities for the children in their programs. The Informed Reading Teacher: Research-Based Practice is one of several books authored by Dr. Brewer.

Table of Contents

PART 1 FOUNDATIONS OF READING INSTRUCTION	1	(148)
Becoming Literate: Language, Reading, and Writing as Developmental Processes	3	(30)
What Do Teachers Need to Know About Typical Language Development?	5	(9)
Definition of Language	5	(1)
Characteristics of Language	5	(1)
Learning Language	6	(1)
Language Delays	6	(2)
Supports for Learning Language	8	(2)
Learning About Language	10	(2)
Learning Through Language	12	(1)
Language and Reading and Writing	13	(1)
What Do Teachers Need to Know About the Typical Sequence of Learning to Read?	14	(5)
Definitions of Reading	15	(1)
Reading Process	16	(1)
The Continuum of Reading Development	17	(2)
What Do Teachers Need to Know About the Typical Sequence of Learning to Write?	19	(7)
Stages in the Development of Writing	20	(1)
Stages in the Development of Spelling	20	(6)
What Are the Connections Between Language, Reading, and Writing?	26	(2)
Why Is It Important for All Classroom Teachers to Understand the Developmental Nature of Reading, Writing, and Language Skills?	28	(5)
Classroom Environment	28	(1)
Instructional Experiences	28	(2)
Thinking as a Teacher	30	(1)
Field-Based Activities	30	(1)
References	30	(3)
Approaches to Reading Instruction	33	(36)
What Are the Most Common Approaches to Reading Instruction?	36	(23)
Two Competing Views of Reading	36	(2)
Phonics-Based Approaches	38	(5)
Sight-Based Approaches to the Teaching of Reading	43	(1)
Integrated Anthology Approach	44	(4)
The Language Experience Approach (LEA)	48	(4)
Literature-Based Approach	52	(2)
Whole Language	54	(2)
A Balanced Approach to Literacy Instruction	56	(3)
How Do I Decide Which Approach to Use?	59	(10)
History of Approaches	60	(1)
Developing Your Philosophy	60	(4)
Becoming an Increasingly Skilled Kidwatcher	64	(1)
Becoming Increasingly More Informed as a Reading Teacher	64	(1)
Thinking as a Teacher	65	(1)
Field-Based Activities	65	(1)
References	65	(4)
Assessing And Evaluating Children's Literacy Growth	69	(40)
What Is Meant by the Terms Assessment and Evaluation?	71	(2)
Distinguishing Assessment from Evaluation	71	(1)
Principles of Assessment and Evaluation	72	(1)
How Do I Assess and Evaluate Children's Understandings of the Reading and Writing Processes?	73	(4)
Interviewing Children About Their Perceptions of Reading	73	(2)
Published Tools to Evaluate Children's Perceptions of Reading	75	(1)
Assessing and Evaluating Children's Perceptions as Writers	76	(1)
How Do I Assess and Evaluate Reading Performance Through Oral Reading?	77	(12)
Informal Reading Inventories	77	(5)
Running Records	82	(6)
Influence of the Reading First Grants	88	(1)
How Do I Assess and Evaluate Readers' and Writers' Growth Over Time?	89	(5)
Anecdotal Records	89	(1)
Developmental Checklists for Reading	90	(1)
Using Rubrics to Mark Progress Over Time	90	(4)
What Do I Need to Know About Standardized Tests?	94	(5)
Criterion-Referenced and Norm-Referenced Tests	94	(2)
Becoming an Informed Norm-Referenced Test Consumer	96	(3)
What Do I Need to Know About Standards, Accountability, and High-States Testing?	99	(2)
Understanding Standards	99	(1)
An Opposing Viewpoint	99	(2)
How Do I Organize to Make the Best Use of the Assessment and Evaluation Tools I Have?	101	(8)
Thinking as a Teacher	105	(1)
Field-Based Activities	105	(1)
References	105	(4)
Achievement for all Students: Meeting Special Needs	109	(40)
What Is My Role as a Classroom Teacher Regarding Children with Special Needs?	111	(3)
Be a Mindful Kidwatcher	112	(1)
Understanding Education as Collaboration	113	(1)
How Can Children with Special Needs in My Classroom Get Services?	114	(11)
Understanding IDEA	114	(2)
Referring a Child for Special Education Consideration	116	(2)
Sources of Support for IDEA	118	(2)
Understanding Section 504	120	(5)
What Kinds of Accommodations May I Make for Children with Special Needs?	125	(24)
Learning Disabilities	125	(6)
Speech or Language Impairments	131	(3)
Mental Retardation	134	(3)
Attention Deficit/Hyperactivity Disorder	137	(1)
Gifted and Talented	138	(4)
Students for Whom English Is a Second Language	142	(3)
Thinking as a Teacher	145	(1)
Field-Based Activities	145	(1)
References	146	(3)
PART 2 PRACTICAL IMPLICATIONS OF READING AND WRITING RESEARCH	149	(192)
Guiding The Development of Decoding Skills	151	(34)
What Are Decoding Skills?	154	(5)
Cueing Systems	154	(3)
Sight Vocabulary Development	157	(1)
Using Decoding Skills	158	(1)
How Do Children Best Learn to Use Decoding Skills?	159	(18)
Instruction Is Guided by Carefully Considered Principles	159	(1)
Children Develop Sight Vocabularies	160	(4)
Children Have Visual Discrimination, Auditory Discrimination, and Phonemic Awareness	164	(2)
Children Learn the Graphophonic Cueing System---Phonics	166	(7)
Children Learn to Use Syntactic Cues	173	(1)
Children Learn the Use of Semantic Cues	174	(1)
The Components of Skills Lessons	175	(2)
How Do I Create an Environment in Which My Students Learn Decoding Skills?	177	(8)
Systematic Assessment of Pupil Progress	178	(1)
A Collaborative Model for the Delivery of Reading Instruction	178	(1)
Build Strong Links to Parents	179	(1)
Foster High Pupil Engagement	179	(1)
Be Well Prepared for Small Group Instruction	179	(1)
Provide Explicit Phonics Instruction	180	(1)
Provide Time for Independent Reading	180	(1)
Thinking as a Teacher	180	(1)
Field-Based Activities	181	(1)
References	181	(4)
Guiding the Development of Reading Strategies	185	(26)
What Are Reading Strategies?	187	(3)
The Reading Process	187	(1)
Strategic Reading	188	(2)
How Do Children Best Learn to Use Reading Strategies?	190	(9)
High Quality Strategy Instruction	190	(1)
Techniques for Teaching Reading Strategies	190	(9)
How Do I Create a Learning Environment That Supports the Teaching and Learning of Reading Strategies?	199	(12)
Visual Reminders	200	(2)
Demonstrations	202	(1)
Children Learn the Language of Miscue Analysis	202	(1)
Children Learn Collaborative Strategic Reading	202	(4)
Thinking as a Teacher	206	(1)
Field-Based Activities	206	(1)
References	207	(4)
Guiding the Development of Vocabulary	211	(42)
How Complex Is the Task of Vocabulary Learning?	213	(4)
Word Learning Is Incremental	213	(1)
Word Learning Requires Understanding Multiple Meanings	213	(1)
Word Learning Is Multidimensional	214	(1)
Word Meanings Are Related	215	(1)
The Relationship Between Learning a Word and the Kind of Word Being Learned	215	(2)
How Do I Guide the Development of Word Consciousness in My Students?	217	(6)
Word Play	217	(4)
Modeling Enthusiasm for Words in Your Own Speech and Language	221	(1)
Celebrating Children's Discovery and Use of Language	221	(2)
What Other Components Shall I Include in My Vocabulary Curriculum?	223	(18)
Wide Reading	224	(1)
Teaching Individual Words	224	(9)
Teaching Strategies for Learning Words Independently	233	(8)
How Will I Know a Good Vocabulary Program When I See One?	241	(12)
Thinking as a Teacher	241	(2)
Field-Based Activities	243	(1)
References	243	(2)
Appendix: Greek and Latin Affixes and Roots	245	(8)
Guiding the Development of Comprehension	253	(40)
What Is Meant by the Term Reading Comprehension?	255	(1)
How Do I Help Children Develop Reading Comprehension Abilities?	256	(6)
Planning for Guided Reading Instruction	257	(5)
Experience-Text-Relationship (ETR) Approach	262	(1)
How Do I Guide the Development of Comprehension Ability Before Reading a Text?	262	(10)
Activating Background Knowledge	263	(3)
Exploring the Reasons for Reading a Text	266	(1)
Exploring Text Structures	266	(4)
Prediction Making	270	(2)
How Do I Guide the Development of Comprehension Ability During the Reading of a Text?	272	(13)
Cooperative Learning---Cooperative Support	272	(2)
Comprehension Monitoring	274	(3)
Graphic and Semantic Organizers	277	(1)
Question Answering	278	(3)
Question Generating	281	(4)
How Do I Guide the Development of Comprehension Ability After Reading the Text?	285	(8)
Aesthetic Stance to Text	285	(1)
Efferent Response to Text	286	(3)
Thinking as a Teacher	289	(1)
Field-Based Activities	289	(1)
References	289	(4)
Guiding the Development of Reading Fluency	293	(18)
What Is Reading Fluency?	295	(1)
What Are Effective Classroom Strategies for Helping Children Achieve Fluency in Reading?	295	(9)
Development of Sight Vocabulary	295	(1)
Repeated Readings of Text	296	(3)
Concern for Prosody	299	(1)
Previewing Text	299	(1)
Reader's Theater and Choral Reading	300	(2)
Activities Using Songs	302	(2)
Do I Need to Be Concerned About Reading Rate with My Learners?	304	(7)
Thinking as a Teacher	307	(1)
Field-Based Activities	308	(1)
References	308	(3)
Writing in the Reading Program	311	(30)
Why Is There a Chapter on Writing in a Book Devoted to Teaching Reading?	313	(2)
Contributions of Writing to Learning to Read	314	(1)
Other Studies of the Effect of Writing on Learning to Read	314	(1)
What Is the Writing Process?	315	(3)
A Recursive Model of the Writing Process	315	(3)
What Are the Components of Quality Writing Instruction?	318	(7)
Teacher Modeling	319	(1)
Time to Write	320	(1)
Authentic Writing Experiences	320	(1)
Classroom Environment	320	(1)
Access to the Tools of Writing	321	(1)
Clear Writing Goals	321	(1)
Appropriate Assessment	322	(3)
Comprehensive Reading	325	(1)
What Is Writer's Workshop?	325	(9)
Organizing and Planning Focus Lessons	326	(1)
Selecting Topics for Writing	327	(2)
Status of the Class	329	(1)
Writing Conferences	329	(4)
Advising Writers About Revisions	333	(1)
Sharing Time	333	(1)
How Do I Help Young Writers Learn to Write?	334	(7)
Journal Writing	334	(2)
Drawing in the Writing Program	336	(1)
Interactive Writing	336	(1)
Demonstrating Writing	337	(1)
Guided Writing	337	(1)
Thinking as a Teacher	338	(1)
Field-Based Activities	338	(1)
References	338	(3)
PART 3 PLANNING FOR BALANCED LITERACY PROGRAMS	341	(122)
Supporting Literacy with Literature in the Classroom	343	(32)
How Do I Select Good Literature for the Classroom?	346	(7)
Selecting Fiction for Classroom Study	346	(2)
Selecting Poetry for Study in the Classroom	348	(1)
Selecting Biography for Study in the Classroom	348	(1)
Selecting Information Books for Study in the Classroom	348	(1)
Selecting Alphabet Books for Study in the Classroom	349	(1)
Selecting Books for Independent Reading	349	(2)
Selecting Multicultural Literature	351	(1)
Illustration in Children's Books	351	(2)
Book Selection Aids	353	(1)
How Can I Organize Instruction in Literature?	353	(14)
Organizing for Reading Aloud in the Literature Program	354	(2)
Selecting Books for Read-Alouds	356	(1)
Preparing for a Read-Aloud	357	(2)
Organizing for Reading Instruction Using Genre Studies	359	(3)
Organizing for Reading Instruction Using Literature Study Groups	362	(2)
Organizing for Reading Instruction Using Author/Illustrator Studies	364	(2)
Organizing for Reading Instruction Using Core Book Experiences	366	(1)
Combining Organizational Patterns	366	(1)
How Does Using Literature Encourage Growth in Literacy?	367	(8)
Literature in the Reading Program	367	(1)
Literature in the Writing Program	368	(1)
Literature in Independent Reading	369	(1)
Thinking as a Teacher	370	(1)
Field-Based Activities	370	(1)
References	371	(4)
Building A K--2 Reading Program	375	(28)
How Do I Create a Classroom Environment That Will Help Me Be an Effective Teacher?	376	(6)
Room Arrangement	376	(2)
Learning Centers	378	(1)
Daily Schedule	378	(3)
Evaluating the Environment	381	(1)
Materials for Instruction	382	(1)
What Assessments Will I Use to Get Started in the Instructional Program?	382	(2)
Kindergarten Assessment	382	(1)
First- and Second-Grade Assessment	383	(1)
Technological Aids in Assessment and Record Keeping	383	(1)
What Are the Essential Elements of a Quality Instructional Program?	384	(12)
Inquiry in the Literacy Program	385	(1)
An Inquiry Study in Action	386	(2)
Learning Language	388	(1)
Learning Through Language	389	(2)
Learning About Language	391	(2)
Centers in the Literacy Program	393	(1)
Possibilities for Literacy Centers	394	(2)
How Do I Handle Management and Record Keeping?	396	(1)
Getting Started	396	(1)
Efficient Organization	397	(1)
Monitoring Learning	397	(1)
How Do I Capitalize on Diversity in the Classroom?	397	(6)
Learning About Your Students	397	(1)
Helping Children Learn in English	398	(1)
Involve the Family and Their Culture	398	(1)
Conclusion	399	(1)
Thinking as a Teacher	399	(1)
Field-Based Activities	399	(1)
References	400	(3)
Building A Literacy Program Grades 3--5	403	(32)
What Is the Nature of Third, Fourth, and Fifth Graders?	404	(1)
How Do I Challenge Unmotivated Readers at This Level?	404	(1)
How Do I Create a Classroom Environment That Will Help Me to Be an Effective Teacher?	405	(5)
Classroom Arrangement	405	(3)
Daily Schedule	408	(1)
Managing the Work Areas	408	(1)
Instructional Materials	409	(1)
What Assessments Will I Use to Get Started in the Instructional Program?	410	(2)
Assessing Reading	410	(1)
Assessing Writing	410	(1)
Assessing English Language Learners	411	(1)
How Do I Plan Instruction for Grades 3--5?	412	(18)
Topics for Inquiry	412	(1)
Inquiry: Folk Literature	413	(1)
Learning Research Skills	413	(6)
Learn Language	419	(3)
Learn Through Language	422	(5)
Learn About Language	427	(1)
Guided Reading	428	(1)
Strategy Lessons	429	(1)
How Do I Handle Management and Record Keeping?	430	(5)
Thinking as a Teacher	431	(1)
Field-Based Activities	432	(1)
References	432	(3)
Building A Literacy Program Grades 6--8	435	(28)
How Do I Create a Classroom Environment That Will Help Me to Be an Effective Teacher?	436	(2)
Classroom Arrangement	436	(1)
Schedule	436	(1)
Instructional Materials	437	(1)
What Assessments Will I Use to Get Started in the Instructional Program?	438	(2)
Informal Assessment	438	(1)
Interest Inventory	438	(1)
Self-Evaluation	438	(1)
Formal Assessments	438	(2)
How Will I Plan Instruction for the Middle School Classroom?	440	(13)
Planning Inquiry	441	(1)
Learn Language	442	(3)
Learn Through Language	445	(3)
Learn About Language	448	(5)
How Will I Modify Instruction for Struggling Readers?	453	(10)
Selection of Texts	453	(1)
Responses to Reading	453	(4)
Instruction of Struggling Readers	457	(1)
What Supports Will I Need to Offer My English Language Learners?	457	(1)
What the Law Requires for English Language Learners	458	(1)
Structured English Immersion and Sheltered English Instruction	458	(2)
Thinking as a Teacher	460	(1)
Field-Based Activities	460	(1)
References	460	(3)
PART 4 ONGOING PROFESSIONAL GROWTH	463	(20)
Becoming an Even More Informed Reading Teacher	465	(18)
How Do I Become an Even More Informed Reading Teacher?	467	(8)
Self-Study of Your Own Practice	467	(1)
Studying the Knowledge Base	468	(7)
What Should I Know About Professional Organizations That Support the Teaching and Learning of Reading?	475	(3)
International Reading Association (IRA)	475	(2)
National Council of Teachers of English (NCTE)	477	(1)
Other Professional Organizations with Links to Literacy	478	(1)
What Should I Know About Professional Conferences?	478	(2)
Conferences on Many Levels	479	(1)
What Internet Resources Are Available to Help Me Stay Informed?	480	(3)
American School Directory	480	(1)
Topica	481	(1)
International Federation of Library Associations and Institutions	481	(1)
Kathy Schrock's Guide for Educators	481	(1)
Thinking as a Teacher	481	(1)
Field-Based Activities	482	(1)
References	482	(1)
Appendix A: Motivation to Read Profile	483	(8)
Appendix B: The Reader Self-Perception Scale	491	(4)
Appendix C: Forty-Five Phonic Generalizations	495	(4)
Appendix D: The Yopp-Singer Test of Phoneme Segmentation	499	(2)
Appendix E: Metacomprehension Strategy Index	501	(4)
Appendix F: Literature Circle Individual Evaluation	505	(2)
Index	507

Excerpts

The Informed Reading Teacher: Research-Based Practicemodels the idea that the best literacy teacher is the informed literacy teacher. We want you to be able to make very wise, m med instructional decisions when you are teaching by developing the knowledge base necessary to know what to do for effective literacy teaching, and to know why you are doing what you are doing. Because theory and teaching methods are the foundation for good literacy instruction, a clear and concise presentation of these elements is the building block for our text. Thorough and applied coverage of literacy skills and strategies instruction, and a view of these elements as they play themselves out in the classroom, work together in this text to present a complete picture of quality literacy instruction. Certainly, we have our own favored materials and approaches. We embrace the use of quality children's literature in teaching reading. We subscribe to balance in a literacy program--balance between skills and strategies, between reading rich text with the focus on meaning making and breaking the process apart to focus on small elements such as sound/symbol relationships. What we have tried to do with this text is not promote our favorites to the exclusion of other possibilities, but to offer you a rich array of approaches and materials so that you can make your own informed decisions. HOW DOES A TEACHER BECOME INFORMED? Through Research The key to becoming and staying informed is reading and understanding the research constantly being done on learning in general, and literacy learning in particular. Our chapters are, of course, founded on the most important and most up-to-date research in the area of education and literacy. Accessible and engaging writing makes the research clear and manageable. Looking at the Researchfeatures throughout every chapter distill key concepts from pinnacle research and link them to classroom teaching. The Companion Website offers alternate views on research pieces, allowing users to weigh each study and engage in global discussions on what the research says about literacy teaching. This concrete approach to research will help you not only ground your teaching in research, but also weigh the research to form your own conclusions about literacy teaching. Through Assessment and Evaluation We believe that, in order to be an informed teacher, you need to have as many ways of knowing your learners as possible. Chapter 3,Assessing and Evaluating Children's Literacy Growth,focuses entirely on assessment and evaluation, demonstrating the importance of weaving assessment and evaluation through all literacy teaching. Assessment and Evaluationfeatures beginning in Chapter 4 highlight an array of assessment and evaluation tools, identifying specific strategies and the most appropriate contexts for their use. Chapter sections throughout Part 3 model assessment and evaluation in K-2, 3-5, and 6-8 classrooms. Through Experience Chapters in Part 2 will build on the theoretical underpinnings covered in Part 1 to help you see good literacy teaching in action. Part 3 takes that a step further, detailing the methods in practice in elementary classrooms. These elements come together to help prepare you for your own classroom experiences. We continue to emphasize the importance of classroom experiences in two special features throughout the chapters. Real Teachers, Real Practicefeatures in most chapters introduce you to teachers who invite you into their classroom to share their day-to-day literacy experiences, illustrating chapter content as they do. Thinking as a Teacherfeatures end each chapter, challenging you to think through issues typical of those teachers face daily. Becoming an informed teacher of reading is not easy. Our hop