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Summary

Written by two top literacy specialists and an elementary school specialist, this much-anticipated practical undergraduate- and graduate-level textbook helps pre-service education professionals understand the foundations of reading and the instructional techniques for day-to-day use in teaching reading and writing. It provides students with essential knowledge about psychological and linguistic foundations of reading, as well as scientifically-based instructional techniques for use in teaching reading and writing to all elementary children. The book is designed to answer three questions commonly faced by teachers: What to teach? How to teach? Why to teach the recommended way? The first section discusses the background and history of literacy instruction and the psycholinguistics of spoken and written language. The second section covers instructional strategies for developing reading skills. The final section discusses assessment and learning disabilities. The book presents information in a readable format with examples and suggestions for instructional use.

Author Biography

P.G. Aaron, Ph.D., is Professor, Department of Educational and School Psychology, Indiana State University R. Malatesha Joshi, Ph.D., is Professor, College of Education, Texas A&M University Diana Quatroche, Ph.D., is Associate Professor and Chair, Department of Elementary, Early, and Special Education, Indiana State University

About the Authors	p. vii
Preface	p. ix
Acknowledgments	p. xii
The Psychology and Psycholinguistics of Literacy Skills
Introduction to Literacy Skills and Their Acquisition	p. 3
What Are Literacy Skills?
When Are Literacy Skills Acquired?
Do All Children Acquire Reading Skills at the Same Rate?
What Factors Influence the Acquisition of Literacy Skills?
The Component Model of Reading
The Psychology of Reading and the History of Literacy Instruction in the United States	p. 41
The Psychology of Reading
History of Literacy Instruction in the United States
Approaches to Literacy Instruction: Today's Major Players
The Psycholinguistics of Spoken Language	p. 71
The Importance of a Knowledge of Linguistics
Linguistics and Psycholinguistics
Components of Spoken Language
The Influence of Language on Reading and Writing Skills
The Psycholinguistics of Written Language	p. 97
Basic Concepts Involved in the Study of Writing Systems
Origins and History of Writing Systems
Written Language Is as Natural as Spoken Language
Written Language Is Not Merely Speech Written Down
The Influence of Written Language on Spoken Language
Development of Spoken and Written Language Skills	p. 119
Prereading Skills: Print Awareness, Emergent Literacy, and Invented Spelling
Developmental Sequence of the Components of Spoken Language
Literacy Instruction and Teaching Strategies
Developing Basic Literacy Skills	p. 139
Major Approaches to Beginning Literacy Instruction
Promoting Listening Comprehension Skills in Preschoolers
Strategies for Fostering Print Awareness
Strategies for Developing Phonological Awareness
Strategies for Developing Phonemic Awareness
Strategies for Introducing the Alphabetic Principle
What Does the Research Say?
Strategies for Developing Decoding, Instant Word Reading, and Spelling Skills	p. 157
Strategies for Developing Decoding and Word Recognition Skills
Instant Word Reading and Fluency
Instructional Programs for Teaching Children at Risk
Strategies for Promoting Spelling Skills
Strategies for Developing Vocabulary Knowledge, Comprehension Skills, and Writing Skills	p. 189
Encountering Words
Remembering Words
Promoting Reading Comprehension
Promoting Writing Skills
Reading Disability and Attention-Deficit/Hyperactivity Disorder	p. 221
Reading Disability: Medical Focus
Learning Disability: Educational Focus
Instructional Methods for Learning Disability
Inconsistent Attention as a Source of Reading Difficulties
Assessment in Literacy Instruction
Testing and Assessment of Literacy Skills	p. 245
Testing and Assessment: What Is the Difference?
Controversy Over Testing
Tests
Assessment
References	p. 271
Appendices
Glossary	p. 297
Review of Selected Basal Readers	p. 307
Technology Assistance and Computer Use in Literacy Instruction	p. 311
Author Index	p. 321
Subject Index	p. 329
Table of Contents provided by Ingram. All Rights Reserved.

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