Teaching Children to Read

by Reutzel, Ray; Cooter, Robert B.

• ISBN13: 9780131121898
• ISBN10: 0131121898
• Edition: 4th
• Format: Hardcover
• Copyright: 2004-01-01
• Publisher: Pearson College Div

Summary

For Elementary Reading Methods courses.This comprehensive and balanced look at literacy practice has long been one of the most popular reading methods texts available. The text begins by introducing seven principles for comprehensive reading instruction, and then explains the theoretical foundations of teaching reading. Part I builds on those foundations with specific methods in Part II, and then in Part III it describes how to create a variety of learning centers, and how to plan developmentally appropriate reading curriculum for students in both K-3 and 4-8 classrooms, chapters 12 and 13 provide a continuum of knowledge by describing classroon organization and curriculum for grades 4-6 and 6-8.

Table of Contents

PART I: PRINCIPLES AND FOUNDATIONS: UNDERSTANDING LITERACY DEVELOPMENT	1	(94)
Introducing Comprehensive Reading Instruction for All Learners	2	(20)
Focus Questions	2	(1)
Key Concepts	3	(1)
Reading in Today's Society	4	(1)
The High Price of Reading Failure	4	(1)
What Is Essential to Reading Instruction: Helping Every Child Succeed	5	(1)
How Did YOU Learn to Read?	5	(1)
The Seven Characteristics of Highly Successful Reading Teachers	6	(3)
Reading Instruction: Looking Back and Looking Forward	9	(4)
Traditional Approaches to Reading Instruction	9	(1)
A Whole Language Approach	10	(1)
Balanced Reading Instruction: An Attempted Compromise	10	(2)
Comprehensive Reading Instruction: A Research-Based Solution	12	(1)
Making Transitions Toward Comprehensive Reading Instruction	13	(4)
Transitions Means Philosophical Movement	13	(1)
Transitions Takes Time	14	(1)
Transitions Involves Curriculum Integration	14	(1)
Transitions Involves Risk Taking	14	(1)
The Transitions Model: A Modest Proposal for Change	15	(2)
Challenges Facing Preservice Teachers in Making Transitions	17	(1)
Disharmony with Past Belief Systems and Practices	17	(1)
Conflicting Views Among Educators	17	(1)
Overcoming Tradition in the Schools	17	(1)
Challenges Facing In-Service Teachers	18	(1)
Time Commitment	18	(1)
Comfort Zones	18	(1)
Administrative Risk Taking	18	(1)
Concept Applications	19	(1)
Recommended Readings	20	(2)
Language Learning and the Stages of Literacy Development	22	(46)
Focus Questions	22	(1)
Key Concepts	23	(1)
On Becoming Literate	24	(1)
Emergent Literacy	24	(1)
Cognitive, Social, and Affective Aspects of Language Development	25	(8)
Contributions of Piaget: Cognitive Development	25	(4)
Contributions of Vygotsky: Social Interaction	29	(2)
Affect: Motivation and Engagement	31	(2)
Understanding Language	33	(11)
The Semantic Cueing System in Language	33	(3)
The Syntactic Cueing System in Language	36	(1)
The Visual-Graphophonic Cueing System in Language	37	(1)
Pragmatics	37	(1)
Oral Language Acquisition	38	(1)
Behaviorist Theory	38	(1)
Innatist Theory	39	(1)
Cognitive Theory	40	(1)
Social Interactionist Theories	40	(1)
Stages of Oral Language Development	40	(4)
Development of Reading Behaviors	44	(5)
The Mystery of Reading: The Magical Stage	44	(3)
``Look, Mom, I'm Reading'': The Self-Concepting Reading Stage	47	(1)
Spanning the Gap: The Bridging Stage	47	(1)
Blast Off!: The Takeoff Stage	47	(1)
``I Can Do It by Myself!'': The Independent Stage	48	(1)
Reaching the Summit: The Skilled Reader	48	(1)
Development of Storybook Reading Behaviors	49	(2)
Picture-Governed	49	(1)
Print-Governed	50	(1)
Development of Writing Behaviors	51	(10)
Scribbling and Drawing Stage	52	(2)
Prephonemic Stage	54	(1)
Early Phonemic Stage	55	(2)
Letter-Naming Stage	57	(1)
Transitional Stage	58	(3)
Developing a Sense of Story	61	(1)
Story Grammar Elements	61	(1)
Understanding Print Concepts and the Language of Instruction	62	(3)
Environmental Print Studies	63	(1)
Student Perceptions of Reading	64	(1)
Understanding Concepts About Print	65	(1)
Summary	66	(1)
Concept Applications	66	(1)
Recommended Readings	67	(1)
Theoretical Roots of Reading Instruction	68	(27)
Focus Questions	68	(1)
Key Concepts	69	(1)
The Need for Understanding How Children Learn to Read	70	(1)
Theories of the Reading Process	71	(20)
Bottom-Up Theories of the Reading Process	72	(1)
The Relationship of Bottom-Up Reading Theories to Phonics-First Reading Instruction	73	(1)
Top-Down Theories of the Reading Process	74	(3)
The Relationship of Top-Down Reading Theories to Whole-Word Reading Instruction	77	(3)
Interactive Theories of the Reading Process: Resolving the Weaknesses and Combining the Strengths of Bottom-Up and Top-Down Reading Theories	80	(1)
The Relationship of Interactive Theories of the Reading Process to Skills-Based Reading Instruction	81	(2)
Transactional Theories of the Reading Process	83	(3)
The Relationship of Transactional Theories of the Reading Process to Comprehensive Literacy Instruction	86	(5)
Transitions in Reading Instruction Change Model	91	(1)
Summary	91	(1)
Concept Applications	92	(1)
Recommended Readings	93	(2)
PART II: METHODS AND ASSESSMENT: STRATEGIES THAT SUPPORT LITERACY DEVELOPMENT	95	(228)
Phonemic Awareness and Phonics Instruction	96	(24)
Focus Questions	96	(1)
Key Concepts	97	(1)
Research on Early Reading	98	(2)
Report of the National Reading Panel	98	(1)
Other Scientific Research on Reading Instruction: Common Findings	98	(1)
Teachers Make the Difference	99	(1)
An Evidence-Based Sequence of Instruction	100	(1)
Phonemic Awareness	101	(6)
An Anticipation Guide on Phonemic Awareness	101	(1)
Research on Phonemic Awareness	101	(3)
Some Misunderstandings About Phonemic Awareness	104	(1)
The Instructional Sequence for Phonemic Awareness	105	(1)
Some Tips for Planning Instruction in Phonemic Awareness	106	(1)
Alphabetic Principle	107	(1)
Phonics Instruction in Comprehensive Reading Classrooms	108	(7)
A Phonics Prereading Quiz	108	(1)
Phonics: What We Know from Research and Practice	108	(1)
Arguments For and Against Intensive Phonics Instruction	109	(1)
Some Important Phonics Generalizations to Teach	110	(2)
Other Important Phonics Terms and Skills	112	(1)
Onset and Rime	112	(1)
Structural Analysis: An Important Next Step	113	(2)
Putting It All Together: A Sequence of World Identification Skills	115	(1)
Summary	115	(1)
Concept Applications	116	(2)
Classroom Resources for Teachers	118	(1)
Recommended Readings	119	(1)
Increasing Vocabulary and Word Knowledge	120	(34)
Focus Questions	120	(1)
Key Concepts	121	(1)
Where and How Do Students Acquire New Vocabulary?	122	(1)
Research on Vocabulary Learning	122	(2)
Vocabulary Is Built Through Language Interactions	123	(1)
The Four Types of Vocabulary	123	(1)
Levels of Vocabulary Learning	123	(1)
What Research Tells Us About Teaching Vocabulary	124	(1)
Principles of Effective Vocabulary Instruction	125	(2)
Which Words Should We Teach?	127	(4)
Why You Shouldn't Try to Teach ALL Unknown Words	127	(1)
Words You Should Teach	127	(4)
Common Strategies Used in Vocabulary Instruction	131	(10)
Word Banks	131	(1)
Specific Word Instruction	131	(3)
Making Words	134	(1)
Function (Four-Letter) Words	135	(2)
Teaching Word Functions and Changes	137	(4)
Shared Reading Experiences and Vocabulary Learning	141	(1)
Meeting the Needs of English Language Learners (ELL)	141	(5)
Using the Vocabulary Cluster Strategy with ELL Students	142	(1)
Semantic Maps	142	(3)
Linking Multicultural Experiences with Vocabulary Development	145	(1)
Helping Students Acquire New Vocabulary Independently	146	(4)
Word Learning Strategies	146	(1)
Encouraging Wide Reading	147	(2)
Computer-Assisted Vocabulary Learning	149	(1)
Vocabulary Overview	149	(1)
Word Maps	149	(1)
Summary	150	(1)
Concept Applications	151	(1)
Recommended Readings	152	(2)
Improving Reading Comprehension	154	(42)
Focus Questions	154	(1)
Key Concepts	155	(1)
Issues in Teaching Reading Comprehension	156	(2)
Instruction or Assessment?	156	(1)
Teaching Comprehension in the Primary Grades	157	(1)
Teaching Comprehension in the Information Age	157	(1)
Comprehension Strategy Instruction: Single Strategies or Multiple Strategies?	157	(1)
Comprehending Text: Schema Theory	158	(1)
Comprehending Text: A Process Overview	159	(2)
Comprehension Difficulties	161	(2)
A Model for Effective Comprehension Instruction	163	(2)
Gradual Release of Responsibility Instruction Model	163	(2)
Comprehension Instruction: Phrases and Sentences	165	(2)
``Clozing'' in on Comprehension: Deriving the Meaning of Words in Text	165	(1)
Phrasing for Comprehension: ``Chunking'' and ``Readers' Theater''	166	(1)
Comprehension Instruction: Connecting Information and Making Inferences	167	(4)
Connecting Ideas Among Sentences	167	(1)
Drawing Inferences: Making Connections Across Sentences in Text	168	(3)
Comprehension Instruction: Teaching Students About Text Structures	171	(12)
Understanding Stories: Narrative Text Structure	171	(6)
Accessing Information: Information Text Structure	177	(3)
Experience-Text-Relationships (E-T-R): Discussing Information Texts	180	(3)
Comprehension Instruction: Interpretation and Elaboration	183	(3)
K-W-L	183	(1)
Imagery: Elaborating the Meaning of Text	184	(1)
Affective Responses: Interpreting and Elaborating Meaning	185	(1)
Strategies for Effective Questioning	186	(3)
Question-Answer Relationship	187	(1)
Questioning the Author	188	(1)
Comprehension Instruction: Monitoring and Self-Regulation	189	(2)
Metacognition and Fix-Up Strategies	189	(2)
Comprehension Instruction: Meeting the Needs of Second Language Learners	191	(1)
Contextual Diagrams: Labeling the Situational Context	191	(1)
Comprehension Instruction: Meeting the Needs of Struggling Readers	191	(2)
Summary	193	(1)
Concept Applications	193	(1)
Recommended Readings	194	(2)
Developing Reading Fluency	196	(24)
Focus Questions	196	(1)
Key Concepts	197	(3)
What Is Reading Fluency?	198	(1)
What Skills Do Fluent Readers Possess?	198	(2)
Fluency Is Sometimes Ignored in Basal Reading Programs	200	(1)
Developing Reading Fluency	200	(1)
How Readers Develop Fluency	200	(1)
Organizing for Instruction: The Fluency Formula	201	(17)
Planning for Instruction	201	(5)
Step I: Passage Introduction and Modeling	206	(1)
Step II: Guided Oral Reading Practice	206	(7)
Step III: Independent Practice	213	(2)
Step IV: Performance Reading for Fluency Assessment	215	(3)
Summary	218	(1)
Concept Applications	218	(1)
Recommended Readings	219	(1)
Materials and Programs for Literacy Instruction: Basals and Beyond	220	(42)
Focus Questions	220	(1)
Key Concepts	221	(1)
Understanding the Basal Reader	222	(3)
Anatomy of the Basal Reading Approach	225	(14)
The Basal Teacher's Edition	226	(3)
The Student's Basal Text	229	(1)
Beginning Reading Texts	230	(2)
The Workbook	232	(5)
Assessment	237	(1)
Record Keeping	238	(1)
Production and Organization of Basal Readers	239	(7)
Strengths and Weaknesses of Basal Readers	239	(4)
Organization of the Basal Reader	243	(1)
A Closer Look at the Anatomy of a Basal Reading Lesson	244	(2)
Instructional Plans for More Effectively Using the Basal Teacher's Edition	246	(2)
Reconciled Reading Lesson	246	(2)
Reciprocal Questioning	248	(1)
Contrasting Differing Philosophical Emphases in Published Basal Reading Series	248	(2)
Decoding Emphasis Basal Reading Series	250	(1)
Literature-Based Basal Reading Series	250	(1)
Adopting and Evaluating Basal Readers	250	(8)
Adopting a Basal Reader Program	251	(1)
Evaluating Basal Readers	252	(2)
Selected Effective Reading Programs of National Significance	254	(4)
Helping Students with Special Needs Succeed with Basal Reader Instruction	258	(1)
Helping Students with Diverse Cultural or Language Needs Succeed with Basal Readers	259	(1)
Summary	259	(1)
Concept Applications	260	(1)
Recommended Readings	261	(1)
Assessing Literacy Learning	262	(61)
Focus Questions	262	(1)
Key Concepts	263	(1)
Principles of Classroom Assessment	264	(3)
Principle 1: Assessment Should Inform and Improve Teaching	264	(1)
Principle 2: Assessment Procedures Should Help Teachers Discover What Children Can Do, Not Only What They Cannot Do	264	(1)
Principle 3: Every Assessment Procedure Should Have a Specific Purpose	265	(1)
Principle 4: Classroom Assessment Should Be Linked to Accountability Standards and Provide Insights Into the Process of Reading	265	(1)
Principle 5: Assessment Procedures Should Help Identify Zones of Proximal Development	266	(1)
Principle 6: Assessment Strategies Should Not Supplant Instruction	266	(1)
Principle 7: The Most Valid Assessment Is Individual Assessment	266	(1)
Traditional Reading Assessment	267	(4)
Informal Reading Inventories	267	(1)
Group Reading Tests	268	(1)
Individual Diagnostic Reading Tests	268	(1)
Other Reading-Related Tests	269	(1)
Problems with Many Traditional Reading Tests	270	(1)
Comprehensive Reading Assessment	271	(4)
Portfolio Assessment Schemes: An Approach for Collecting Information	272	(1)
Kid Watching: Classroom Observations of Children and Reading	273	(1)
Reading Milestones	274	(1)
Methods for Assessing Reading Development	275	(22)
Running Records	275	(12)
The Burke Reading Interview	287	(1)
Interest Inventory	287	(1)
Concepts About Print	287	(1)
Alphabet Knowledge (Early Readers)	288	(1)
Additional Observation Checklists and Scales	289	(1)
Fluency Evaluation	290	(1)
Reading Logs	291	(1)
Retellings	291	(1)
Story Maps	292	(1)
Teacher-Made Cloze Tests	293	(1)
Questioning	294	(1)
Family Surveys of Reading Habits	295	(2)
Evaluating Your Program: Assessing the Big Picture	297	(4)
Evaluating the Classroom Environment	297	(1)
Self-Rating Scales	297	(1)
Additional Suggestions for Using Reading Portfolios	298	(1)
Using Rubrics to Improve Reading Analyses	299	(2)
Getting Organized: Profiling Your Class	301	(2)
Two Documents Needed for Profiling	301	(1)
Student Profiling Document	301	(1)
Classroom Profiling Document	301	(2)
Reporting Progress to Families: What About Grades?	303	(10)
Reading Logs	308	(1)
Running Records	308	(1)
Retellings	309	(1)
Literature-Response Projects	310	(1)
Cloze Tests	311	(1)
Questioning	311	(1)
Evaluation Forms	311	(1)
Fluency Measures	312	(1)
Potential Pitfalls in Comprehensive Reading Assessment	313	(1)
Overcommitment (by Teachers) to Daily Entries	313	(1)
Spending Too Much Time Managing Portfolios	313	(1)
Too Many Contributions by Students	313	(1)
Other Issues in Reading Assessment	314	(5)
The Notion of Skill Mastery	314	(1)
The Need for a Variety of Reading Contexts in Assessment	314	(1)
Power Tests Versus Timed Tests	315	(1)
Norm-Referenced Tests Versus State-Developed Tests	315	(1)
Authentic Grading	315	(1)
Assessing Affective and Conative Factors in Reading	316	(3)
Summary	319	(1)
Concept Applications	320	(1)
Recommended Readings	321	(2)
PART III: CLASSROOM PRACTICE: ORGANIZING AND PLANNING FOR LITERACY INSTRUCTION	323	(209)
Organizing for Reading Instruction: Starting Out Right in Grades K--3	324	(54)
Focus Questions	324	(1)
Key Concepts	325	(1)
Welcome to Ms. Miskle's First Grade!	326	(1)
First Steps: Preparing the Environment for Effective Literacy Instruction	326	(1)
Designing a Classroom Floor Plan	327	(1)
Planning Whole-Class Learning and Sharing Areas	327	(2)
Planning the Teacher's Professional Space	329	(3)
Planning Small-Group Instruction and Learning Centers	332	(12)
Critical-Standing Learning Centers	334	(7)
Highly Recommended Standing Learning Centers	341	(1)
Elective-Temporary Learning Centers	342	(2)
Organizing Classroom Literary Tools and Materials	344	(3)
Organizing Instructional Tools and Materials for Effective Literacy Instruction	347	(4)
Trade Books	347	(1)
Basal Readers	348	(1)
Workbooks, Worksheets, and Blackline Masters	348	(1)
Leveled Books	349	(1)
Decodable Books	349	(1)
Computers and Other Information Technology	350	(1)
Making the Most of Classroom Display Areas	351	(2)
Planning and Organizing Necessary Storage Space	353	(1)
Making the Most of Human Resources: Organizing for Effective Use of Parents, Volunteers, Aides, and Tutors	354	(4)
Grouping Students for Effective Literacy Instruction	358	(3)
Ability Grouping	358	(1)
Flexible Learning Groups	359	(1)
Cooperative Learning Groups	360	(1)
Instructional Needs Grouping	361	(1)
Getting Off to a Good Start: Planning the First Day of School	361	(11)
Preparing Parents and Students for Success: Making the Initial Contact with a Letter	364	(2)
First Impressions	366	(1)
Establishing a Plan for Beginning Each School Day	367	(2)
Establishing a Morning Routine	369	(1)
Making the Classroom Work: Rules and Consequences	370	(1)
Reading from the Start: Getting Attention and Giving Directions	370	(1)
Literacy Activities on the First Day	371	(1)
Planning the First Week	372	(3)
Summary	375	(1)
Concept Applications	376	(1)
Recommended Readings	377	(1)
Providing Effective K--3 Literacy Instruction: Every Child a Reader	378	(42)
Focus Questions	378	(1)
Key Concepts	379	(1)
Ms. Rivera, Second Grade Teacher: Observing a Master at Work	380	(1)
Characteristics of Exemplary Primary Grade Literacy Teachers	381	(4)
Designing a Yearlong Curriculum Plan	381	(4)
Creating an Annual Assessment Plan	385	(6)
The Political Roots of the Current Literacy Emphasis	385	(2)
Using Assessment Data to Improve Instruction	387	(4)
Planning Daily Instructional Routines: Reading-Writing Workshop	391	(18)
Reading and Writing Together	392	(7)
Working with Words and Strategies	399	(1)
Reading/Writing Learning Centers	400	(8)
Fluency Workshop and Assessment	408	(1)
Student Sharing Time	409	(1)
School-Family--Community Partnerships	409	(3)
Supported Reading: Read-Along Cassettes and Take-Home Books	411	(1)
Supported Writing: Traveling Tales Backpack	412	(1)
Adapting Reading Instruction for Struggling Readers	412	(4)
Reading Recovery: A Program for Assisting Struggling First Graders	414	(1)
Adapting Instruction to Meet the Needs of Limited English Proficient Learners	415	(1)
Summary	416	(1)
Concept Applications	416	(1)
Recommended Readings	417	(3)
The Transition Years: Grades 4--6	420	(70)
Focus Questions	420	(1)
Key Concepts	421	(1)
Ms. Tahan Gets Things Popping!	422	(2)
Changing Realities: Reading Instruction in the Transition Years	424	(1)
Keeping Our ``Balance''	424	(1)
A Turning Point for Struggling Readers	424	(1)
Skills to Be Learned: Reading Standards for Grades 4--6	425	(1)
The First Days and Weeks of School	425	(10)
The First Day	425	(7)
The First Weeks: Reading and Writing Instruction	432	(3)
Organizing for Reading Instruction	435	(31)
Developing Integrated Curriculums	435	(1)
The Role of Literature and Expository Texts	435	(1)
How to Choose the Best Books for Instruction	436	(1)
Using Basal Readers	436	(1)
The Reading Workshop	436	(12)
Core Book Units	448	(2)
Themed Literature Units	450	(4)
Teaching Themed Literature Units: The Nuts and Bolts	454	(12)
Evaluating Themed Literature Units	466	(1)
Comprehension: Focus on Expository Texts	466	(1)
The Writing Process: Making Authors of Readers	467	(14)
Understanding the Writing Process	467	(1)
Skills to be Learned: Writing Standards for Grades 4--6	467	(1)
Prewriting Stage	467	(7)
Drafting Stage	474	(1)
Revising and Editing	475	(1)
Publishing	476	(1)
The Writing Workshop	477	(3)
Classroom Computers and Writing Development	480	(1)
Learners with Special Needs	481	(3)
Focus on English Language Learners	481	(3)
Involving Families	484	(3)
Refrigerator Reading	485	(1)
Family Projects	485	(1)
Voice Mail	485	(2)
Buddy Journals	487	(1)
Summary	487	(1)
Concept Applications	487	(1)
Recommended Readings	488	(2)
Reading in the Middle School	490	(42)
Focus Questions	490	(1)
Key Concepts	491	(1)
Can You Always Believe What You Read?	492	(1)
Helping Students Succeed with Content Reading Materials	493	(1)
Why Content Reading Is So Challenging for Some Students: The Nature of Expository Texts	493	(7)
Specialized Vocabulary and Concepts	494	(1)
Increased Concept Load	495	(2)
Readability Considerations	497	(1)
Unique Writing Patterns	497	(3)
Preparing to Teach: Analyzing Readings and Creating Study Aids	500	(2)
Performing a Content Analysis	500	(2)
Constructing Learning Tools	502	(11)
Using Graphic Organizers or Go! Charts	502	(3)
Study Guides	505	(2)
Vocabulary Development Activities	507	(3)
Choosing High-Interest Reading Materials	510	(1)
Using Trade Books as Supplements to Textbooks	511	(2)
Proven Study Strategies: Helping Students Help Themselves	513	(4)
Efficient (Speed Reading) Study Strategies	513	(2)
SQ3R	515	(1)
SQRQCQ	515	(1)
Comprehension Monitoring (Metacognition)	516	(1)
Writing to Deepen Learning: Having Students Create Their Own Expository Texts	517	(2)
Paraphrase Writing	517	(1)
Using Text Structures	517	(1)
Cubes	518	(1)
Reading Across the Curriculum: Themed Studies	519	(5)
Guidelines for Conducting Themed Studies	519	(4)
Thematic Unit Materials	523	(1)
Unit Scaffolding	523	(1)
Programs for Struggling Readers	524	(3)
Commercial Programs for Low-Performing Readers	525	(1)
Comprehension ``Strategy Families''	526	(1)
Improving Fluency	527	(1)
Helping English Language Learners with Content Area Texts	527	(2)
Modifying Linguistic Variables	528	(1)
Modifying Knowledge Variables	528	(1)
Literacy Variables	528	(1)
Summary	529	(1)
Concept Applications	530	(1)
Recommended Readings	530	(2)
Appendix A: Comprehensive Literacy Resources for Teachers	532	(14)
Appendix B: Selected Resources for Teachers	546	(6)
Appendix C: Blank Miscue Grid	552	(3)
References	555	(39)
Name Index	594	(6)
Subject Index	600	(13)
About the Authors	613