Teaching Reading in the 21st Century

by Graves, Michael F.; Juel, Connie; Graves, Bonnie B.

• ISBN13: 9780205325139
• ISBN10: 0205325130
• Edition: 2nd
• Format: Hardcover
• Copyright: 2000-08-01
• Publisher: Pearson College Div

Summary

Expanding the book's critical literacy theme, this edition emphasizes a full, balanced range of knowledge and skills for teaching reading to all learners. Informed by the latest research on topics ranging from phonemic awareness and phonics to reader response and teaching for understanding, the book gives teachers the knowledge and skills to successfully guide elementary students toward critical literacy - the use of reading and writing to think clearly, solve problems, and communicate effectively. The content is rich in first-person accounts, classroom vignettes, and hands-on literacy activities. Some principal themes include: balancing skills instruction and more holistic approaches; fostering the love of reading; using reader response theory to enhance reading instruction; and successfully teaching all students to become able and eager readers.

Author Biography

Connie Juel is Professor of Education and Director of the Reading Clinic at Harvard Graduate School of Education.

Table of Contents

Preface	xi
Reading and Learning to Read	xviii
The Reading Process	2	(18)
The Cognitive--Constructivist View of Reading	2	(11)
Concepts That Elaborate and Complement the Cognitive--Constructivist View	13	(7)
The Reading Proficiency of U.S. Students	20	(6)
A Response to Current Criticisms	21	(2)
Critical Literacy: Literacy for Today's and Tomorrow's World	23	(3)
A Critical Literacy Curriculum	26	(6)
Three Types of Knowledge	27	(1)
Seven Components of the Curriculum	28	(4)
An Overview of This Book	32	(1)
Chapter-by-Chapter Overview	32	(1)
The Components and Organization of the Chapters	33	(1)
Special Needs and Special Talents	33	(2)
Concluding Remarks	35	(1)
Extending Learning	35	(1)
References	36	(3)
Children's Literature	39	(1)
Reading Instruction	40	(48)
Instructional Principles	42	(22)
Building Positive Attitudes and Perceptions	42	(8)
Grouping Students for Instruction	50	(3)
Traditional Principles	53	(5)
Constructivist Perspectives on Instruction	58	(6)
A Brief History of Reading Instruction in the United States	64	(4)
The Colonial Period and the 19th Century	64	(1)
The Heyday of Basal Readers	65	(3)
The Challenge to Basal Readers	68	(1)
Current Approaches to Reading Instruction	68	(9)
Reading Materials	72	(2)
Skills Instruction	74	(1)
Word-Recognition Instruction	74	(1)
Ability Grouping	75	(1)
Assessment	75	(1)
Student-Centered Orientation	75	(1)
Active, Constructive Teaching and Learning	76	(1)
Integrating Reading with Writing, the Other Language Arts, the Curriculum as a Whole, and the World Outside of School	76	(1)
Special Needs and Special Talents	77	(3)
Concluding Remarks	80	(1)
Extending Learning	81	(2)
References	83	(4)
Children's Literature	87	(1)
Emergent Literacy	88	(52)
On Being Read To as a Very Young Child	90	(1)
Children's Growing Knowledge About Reading	91	(21)
Emerging Knowledge About Text Structures	92	(3)
Emerging Knowledge About Word Structures	95	(4)
Phonemic Awareness and Alphabet Recognition	99	(4)
Learning to Identify Words	103	(7)
The Relationship Between Learning to Read and Learning to Speak	110	(2)
Instruction That Facilitates Children's Growing Literacy	112	(20)
Creating a Literate Environment	112	(2)
Reading Opportunities	114	(6)
Writing Opportunities	120	(3)
Listening and Speaking Opportunities	123	(2)
A Kindergarten Scenario	125	(7)
Special Needs and Special Talents	132	(2)
Concluding Remarks	134	(1)
Extending Learning	135	(1)
References	136	(2)
Children's Literature	138	(2)
Word Recognition	140	(62)
The Importance of Recognizing Printed Words	142	(3)
Why Listening Is Easier Than Reading	142	(2)
Skilled Readers Automatically Recognize Words	144	(1)
The Structure of Spoken and Printed Words	145	(9)
The Makeup of Spoken and Written English	146	(5)
The Alphabetic Principle	151	(2)
The Structure of Printed Words: The Good News	153	(1)
The Influence of the Structure of Spoken and Written English on Reading Instruction	154	(7)
High-Frequency Word Approaches	155	(1)
Phonics Approaches	156	(1)
Literature-Based and Whole-Language Approaches	157	(3)
Our Position on Phonics Instruction and Related Matters	160	(1)
Word-Study Instruction	161	(33)
Five General Principles of Word-Study Instruction	162	(2)
Teaching Children to Recognize Words	164	(6)
Teaching Children About Letter-Sound Correspondences	170	(24)
Special Needs and Special Talents	194	(2)
Concluding Remarks	196	(1)
Extending Learning	196	(1)
References	197	(4)
Children's Literature	201	(1)
Vocabulary Development	202	(44)
The Vocabulary-Learning Task	204	(1)
The Importance of Wide Reading	205	(2)
Teaching Individual Words	207	(11)
Word-Learning Tasks	207	(2)
Identifying and Selecting Vocabulary to Teach	209	(2)
Methods of Teaching Individual Words	211	(7)
Teaching Word-Learning Strategies	218	(12)
Using Context Cues	219	(5)
Using Word Parts	224	(3)
Using the Dictionary	227	(3)
Fostering Word Consciousness	230	(7)
Modeling and Encouraging Adept Diction	231	(4)
Providing Intensive and Expressive Instruction	235	(2)
Special Needs and Special Talents	237	(3)
Concluding Remarks	240	(1)
Extending Learning	240	(1)
References	241	(3)
Children's Literature	244	(2)
Scaffolding Students' Comprehension of Text: Teacher-Guided Approaches	246	(62)
The Roles of Purpose, Selection, and Reader in Planning a Successful Reading Experience	248	(8)
Purpose	248	(2)
Selection	250	(4)
Reader	254	(2)
The Scaffolded Reading Experience (SRE)	256	(28)
Background and Rationale	256	(1)
The SRE Framework	257	(1)
Prereading Activities	258	(7)
During-Reading Activities	265	(6)
Postreading Activities	271	(11)
Comprehensive SREs	282	(2)
Additional Procedures for Fostering Comprehension of Individual Selections	284	(14)
Procedures for Narratives	285	(3)
Procedures for Expository Texts	288	(4)
Procedures Appropriate for All Types of Text	292	(6)
Special Needs and Special Talents	298	(2)
Concluding Remarks	300	(1)
Extending Learning	301	(1)
References	301	(5)
Children's Literature	306	(2)
Guiding Students Toward Independence in Reading	308	(52)
Teaching Reading Comprehension Strategies	310	(22)
Key Comprehension Strategies	310	(8)
A Validated Approach to Teaching Strategies	318	(14)
Encouraging Independent Reading and Reader Response	332	(17)
Independent Reading	333	(6)
Responding to Literature: Three Reader-Response Approaches	339	(10)
Special Needs and Special Talents	349	(3)
Concluding Remarks	352	(1)
Extending Learning	353	(1)
References	354	(4)
Children's Literature	358	(2)
Teaching for Understanding in Content Areas	360	(48)
The Teaching for Understanding Perspective	362	(12)
Some Key Attributes of Teaching for Understanding	362	(6)
A General Framework for Teaching for Understanding	368	(5)
Summary Comments on a Teaching for Understanding Perspective	373	(1)
Four Approaches to Teaching for Understanding	374	(25)
Jigsaw	374	(3)
Knowledge as Design	377	(9)
Reciprocal Teaching	386	(5)
Questioning the Author (QtA)	391	(8)
Special Needs and Special Talents	399	(2)
Concluding Remarks	401	(1)
Extending Learning	402	(1)
References	403	(3)
Children's Literature	406	(2)
Writing and Reading	408	(52)
Writing and Reading	410	(9)
The Reading-Writing Connection	410	(1)
A Positive Reading-Writing Environment	410	(4)
The Process Approach and Informal Writing	414	(5)
Some Forms and Purposes of Writing	419	(23)
Writing to Learn and to Understand	420	(12)
Writing to Communicate	432	(7)
Imaginative Writing	439	(3)
Teacher and Student Writing Opportunities and Responsibilities	442	(8)
The Writing Workshop	442	(3)
Publishing and Celebrating Writing	445	(1)
Responding to Students' Writing	446	(4)
Special Needs and Special Talents	450	(2)
Concluding Remarks	452	(1)
Extending Learning	453	(1)
References	454	(3)
Children's Literature	457	(3)
Reading Instruction for English-Language Learners	460	(44)
Michael L. Kamil
Elizabeth B. Bernbardt
Learning to Read English as a Second Language in the United States	462	(2)
Perspectives on Second-Language Reading Instruction	462	(1)
The American Landscape	463	(1)
Some Challenges of Learning to Read in a Second Language	464	(13)
Challenges Faced by English-Language Learners	465	(2)
Challenges Faced by Teachers	467	(2)
What Light Does Research Shed on These Challenges?	469	(3)
Some Samples of Language Differences	472	(5)
Instructional Principles	477	(21)
Delpit's Principles for Working with Poor Urban Children	477	(9)
Ten Techniques for Working with English-Language Learners in Typical Classrooms	486	(12)
Concluding Remarks	498	(1)
Extending Learning	499	(2)
References	501	(2)
Children's Literature	503	(1)
Classroom Assessment	504	(58)
Robert Calfee
Our Perspective on Assessment	506	(4)
Our Emphasis	507	(1)
Three Themes	507	(1)
Balanced Assessment	508	(2)
Test-Based Strategies	510	(16)
Basal Reader Tests	511	(1)
Standardized Tests	512	(6)
Rubric-Based Tests	518	(2)
Preparing Students to Take Standardized Tests	520	(6)
Teacher-Based Strategies	526	(6)
The Case of Ms. K.	527	(1)
What Does This Case Mean?	528	(2)
Some Answers to Our Opening Questions	530	(1)
A Final Word on the Scenario	531	(1)
Assessment as Inquiry	532	(24)
Framing the Problem: What's the Question?	533	(2)
Designing a Plan of Action	535	(3)
Collecting Evidence	538	(8)
Analyzing and Summarizing Data: The Teacher Logbook	546	(4)
Interpretation: Making Sense of the Results	550	(3)
Reporting and Decision Making	553	(3)
Concluding Remarks	556	(1)
Extending Learning	557	(1)
References	558	(3)
Children's Literature	561	(1)
Classroom Portraits	562	(45)
A Day in the Life of Jenna LeBlanc and Her First-Grade Students	564	(9)
8:30---Morning Message, Calendar, Book Check-In	567	(1)
8:50---Buddy Reading and Free Reading	567	(1)
9:30---Theme-Related Whole-Class Activity	568	(2)
10:15---Centers: Reading, Writing, and Word Study	570	(3)
11:30---Whole-Class Sharing of Center Activities	573	(1)
A Day in the Life of Dolores Puente and Her Third- and Fourth-Grade Students	573	(20)
9:00---Journal Writing	575	(7)
9:05---Silent Reading	582	(1)
9:15---Morning Meeting	582	(1)
9:25---News Reports	583	(1)
9:30---Reading, Language Arts, Social Studies, Music, and Art Block	584	(4)
11:45---Lunch	588	(1)
12:15---Read-Aloud Time	588	(1)
12:35---Mathematics	588	(2)
1:25---Physical Education	590	(1)
2:15---Science and Health	591	(1)
2:50---Wrap-Up	592	(1)
3:00---School Day Ends	593	(1)
A Day in the Life of David Carberry and His Fifth- and Sixth-Grade Students	593	(14)
Our Daily Schedule	594	(6)
9:00---Independent Silent Reading, Journal Writing	600	(2)
9:20---Morning Meeting	602	(1)
9:30---Language Arts: Reading, Writing, Listening, and Speaking	602	(2)
11:00---Mathematics	604	(1)
12:00---Lunch and Recess	604	(1)
12:30---Physical Education and Music	605	(1)
1:30---Themes: Social Studies, Science, Art, and Health	605	(1)
3:00---Homeroom and School Logs	606	(1)
Afterword	607	(1)
References	607	(1)
Children's Literature	608	(2)
Name Index	610	(5)
Subject Index	615