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9780205280346

Essentials of Elementary Reading

by ; ; ;
  • ISBN13:

    9780205280346

  • ISBN10:

    020528034X

  • Edition: 2nd
  • Format: Paperback
  • Copyright: 1999-01-01
  • Publisher: Pearson College Div
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List Price: $34.00

Summary

Teaching a child to read is no easy task. Fortunately the authors of this book have made that task a bit easier. Their book is an excellent resource for teachers, educators and parents through its presentation of a balanced, constructivist approach to instruction. In an engaging style and readable format, this book provides readers with theory, curriculum, and instructional practices, and specific teaching practices they need to be supportive for all children going through the process of becoming proficient in reading and writing. Topics covered include: how children learn to read and what constitutes an effective curriculum, instructional principles and effective teaching practices, and how to develop and manage a classroom reading program, including matters related to grouping and to cultural and linguistic diversity. Teachers, aspiring teachers, educational administrators and parents.

Table of Contents

Preface xiii
1 Introduction, Overview, and How to Learn from This Book
1(15)
Looking Ahead
1(1)
Key Concepts
2(1)
Introduction
2(1)
Chapter-by-Chapter Overview
3(4)
Chapter 1: Introduction, Overview, and How to Learn from This Book
3(1)
Chapter 2: Learning to Read
3(1)
Chapter 3: Developing of a Classroom Reading Program
4(1)
Chapter 4: Emergent Literacy and the Beginnings of Reading Instruction
4(1)
Chapter 5: Strategies for Recognizing Words
4(1)
Chapter 6: Developing Vocabulary
5(1)
Chapter 7: Fostering Comprehension of Specific Selections
5(1)
Chapter 8: Teaching Comprehension Strategies
5(1)
Chapter 9: Classroom Assessment
6(1)
Chapter 10: A Day In a Fourth-Grade Classroom
6(1)
The Components and Organization of Each Chapter
6(1)
How to Learn from This Book
7(6)
General Principles of Studying
7(2)
Specific Study Strategies
9(4)
Concluding Remarks
13(1)
Self-Check
13(1)
References
14(2)
2 Learning to Read
16(16)
Looking Ahead
16(1)
Key Concepts
17(1)
Student Achievement
17(2)
Current Teaching Practices
19(2)
Theories That Motivate the Approach in This Book
21(6)
Cognitive Psychology
21(3)
The Social-Constructivist Orientation
24(3)
Concluding Remarks
27(1)
Self-Check
27(2)
References
29(2)
Children's Books Cited
31(1)
3 Developing a Classroom Reading Program
32(21)
Looking Ahead
32(1)
Key Concepts
33(1)
Teacher Effectiveness
34(2)
Providing Sufficient Time on Task
34(1)
Maximizing the Effectiveness of the Available Time
34(2)
Grouping Students for Instruction
36(5)
Types of Groups
37(3)
Guidelines for Making Grouping Decisions
40(1)
Instructional Considerations
41(4)
Distinguishing Instruction from Practice
42(1)
Direct Explanation of Reading Strategies
42(1)
Cognitive Modeling
42(1)
Recognizing the Constructive Nature of Learning
43(1)
Metacognition and Strategic Behavior
43(1)
Scaffolding
43(1)
The Gradual Release of Responsibility Model
44(1)
Diversity in the Classroom
45(2)
Guidelines for Meeting the Needs of a Diverse Student Body
45(2)
Some Commonly Asked Questions
47(2)
Is It Better for Students to Read Orally or Silently?
47(1)
What Should I Do When Students Mispronounce a Word?
48(1)
How Can I Meet the Needs of All Students in the Limited Amount of Time I Have?
48(1)
Concluding Remarks
49(1)
Self-Check
50(1)
References
51(2)
4 Emergent Literacy and the Beginnings of Reading Instruction
53(23)
Looking Ahead
53(1)
Key Concepts
54(1)
Modes of Language
55(1)
Emergent Literacy and Children's Readiness for Reading
55(1)
Factors That Influence Emergent Literacy
56(4)
Physical Characteristics
56(1)
Perceptual Characteristics
57(1)
Language Characteristics
57(1)
Experience
58(1)
Interest
59(1)
School Language
59(1)
Fostering Emergent Literacy: The Beginnings of Reading Instruction
60(6)
The Environment
60(1)
Reading
61(2)
Writing
63(1)
Listening and Speaking
64(2)
Books to Foster Emergent Literacy
66(3)
Developing an Initial Sight Vocabulary
69(2)
Concluding Remarks
71(1)
Self-Check
72(1)
References
73(1)
Predictable Books
74(2)
5 Strategies for Recognizing Words
76(30)
Looking Ahead
77(1)
Key Concepts
78(1)
A Framework for Word Recognition
78(1)
Phonic Analysis
79(11)
Some Inappropriate Approaches to Phonics Instruction
80(1)
Overview of Basic Letter-Sound Correspondences
81(2)
Teaching Letter-Sound Correspondences
83(1)
Instructional Sequence for Teaching Letter-Sound Correspondences
84(5)
The Importance of Careful Observation
89(1)
The Intermediate and Advanced Levels of Instruction
90(4)
Decoding by Analogy
90(1)
Blending
91(1)
Syllabication and Spelling Patterns
92(1)
Final Words on Phonics
92(2)
Using Structural Analysis to Decode Words
94(1)
Strategies Appropriate for the Intermediate Level
95(2)
Working with Inflectional Suffixes: -s, -ed, -ing, -ly, and -er
95(2)
Strategies Appropriate for the Advanced Level
97(1)
Working with Compound Words
97(1)
Working with Prefixed Words
97(1)
Words with Both Prefixes and Suffixes
98(1)
A Progression of Instruction in Phonic and Structural Analysis
98(2)
Concluding Remarks
100(1)
Self-Check
101(1)
References
102(1)
Books Featuring Long and Short Vowel Sounds
103(3)
6 Developing Vocabulary
106(28)
Looking Ahead
106(1)
Key Concepts
107(1)
The Vocabulary Learning Task
107(1)
The Importance of Wide Reading
108(1)
Teaching Individual Words
109(9)
The Word-Learning Tasks Students Face
109(2)
Identifying and Selecting Vocabulary to Teach
111(1)
Methods of Teaching Individual Words
112(6)
Teaching Students to Learn Words Independently
118(8)
Using Context Cues to Unlock the Meanings of Unknown Words
118(4)
Using Prefixes to Unlock the Meanings of Unknown Words
122(3)
Using the Dictionary to Define Words
125(1)
Fostering Word Consciousness
126(3)
Modeling and Encouraging Adept Diction
128(1)
Concluding Remarks
129(1)
Self-Check
130(1)
References
131(2)
Bibliographies of Children's Books
133(1)
7 Fostering Comprehension of Specific Selections
134(30)
Looking Ahead
134(1)
Key Concepts
135(1)
The Purpose, the Selection, and the Students
135(3)
The Purpose
135(1)
The Selection
136(2)
The Students
138(1)
The Activities
138(18)
Prereading Activities
140(6)
During-Reading Activities
146(4)
Postreading Activities
150(6)
Putting it All Together
156(4)
Concluding Remarks
160(1)
Self-Check
161(1)
References
161(2)
Children's Books Cited
163(1)
8 Teaching Comprehension Strategies
164(26)
Looking Ahead
164(1)
Key Concepts
165(1)
Reading-Comprehension Strategies
165(7)
Characteristics of Comprehension Strategies
166(1)
Key Comprehension Strategies
167(5)
Concepts Underlying Our Approach to Teaching Strategies
172(2)
An Approach to Teaching Strategies
174(8)
Components of a Day's Instruction
174(5)
Overview of a Unit
179(1)
The Constructive Nature of Good Strategy Instruction
180(1)
Review and Follow-up Activities
180(2)
Widely Recommended Sequences of Strategies
182(4)
The SQ3R Method
182(1)
The K-W-L Procedure
183(1)
Reciprocal Teaching
184(1)
Teaching Sequences of Strategies
185(1)
Concluding Remarks
186(1)
Self-Check
186(1)
References
187(2)
Children's Books Cited
189(1)
9 Classroom Assessment
190(22)
Looking Ahead
190(1)
Key Concepts
191(1)
Dimensions of Assessment
191(2)
The Audience
192(1)
Instruction
192(1)
Types of Assessment
193(6)
Norm-Referenced Tests
193(1)
Criterion-Referenced Tests
194(1)
Informal Measures
194(5)
Competencies and Attitudes to Assess
199(7)
Does the Student Read and Enjoy Reading?
200(1)
Does the Student Understand What He Reads?
200(1)
Does the Student Share His Reading and Apply Ideas Gleaned from Reading to the Real World?
200(1)
To What Extent Does the Student Self-Check and Self-Correct?
201(1)
How Fluently Does the Student Read?
202(1)
What Are the Student's Silent Reading Rates?
202(1)
How Large is the Student's Vocabulary and What Sort of Vocabulary-Building Skills Does He Have?
203(1)
How Well Does the Student Use Word-Recognition Strategies?
204(1)
How Developed is the Student's Phonemic Awareness?
205(1)
Student Self-Assessment
206(1)
Teacher Self-Assessment
207(1)
Concluding Remarks
207(1)
Self-Check
208(1)
References
209(2)
Children's Books Cited
211(1)
10 A Day in a Fourth-Grade Classroom
212(19)
A Day in the Life of Ms. Pavarotti and Her Fourth-Grade Students at Edgebrook Middle School
212(17)
The Reading, Language Arts, Social Studies, Music, and Art Block
222(7)
Afterword
229(2)
Author Index 231(4)
Subject Index 235

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