Techniques for Reading Assessment and Instruction

by WALKER

• ISBN13: 9780131913608
• ISBN10: 0131913603
• Edition: 1st
• Format: Paperback
• Copyright: 2004-06-01
• Publisher: Pearson

Summary

Techniques for Reading Assessment and Instruction is designed to be a brief but practical teaching resource that includes step-by-step strategies to help improve students' reading and teachers' reading instruction. The goals of this text are threefold: to help classroom teachers plan for reading assessment, self-assess their own instructional behaviors to improve their teaching performance, and choose appropriate instructional techniques that make their planning of reading lessons more effective. In this text, Dr. Barbara J. Walker-a nationally recognized authority on reading difficulties-guides teachers in determining what instructional techniques should be used for classroom reading instruction and individual tutoring based on an analysis of assessment data and keen classroom observations.

Author Biography

Barbara J. Walker is professor of reading at Oklahoma State University where she teaches courses in reading difficulties and coordinates the Reading ~ and Math Center. Dr. Walker received her Ed.D. from Oklahoma State University in Curriculum and Instruction, specializing in reading difficulty. Prior to returning to Oklahoma, Dr. Walker was a professor in the Department of Special Education and Reading at Montana State University, Billings, where she coordinated the Reading Clinic. She was a reading specialist in the elementary schools of Stillwater, Oklahoma; organized and taught the college reading program at Vernon Regional Junior College in Vernon, Texas; and coordinated the educational program at the Hogar Paul Harris in Cochabamba, Bolivia.

Dr. Walker's research interests focus on teacher development, early literacy intervention, and reading difficulties. Her publications include Diagnostic Teaching of Reading: Techniques for Instruction and Assessment (4th ed.), Supporting Struggling Readers (2nd ed.), Training the Reading Team with Ronald Scherry and Lesley Morrow, Tips for the Reading Team and The Reading Team: A Handbook for K-3 Volunteer Tutors with Lesley Morrow, and Interactive Handbook for Understanding Reading Diagnosis with Kathy Roskos. She is currently coeditor of Literacy Cases Online, a publication of the College Reading Association. Dr. Walker received the College Reading Association's 1997 A. B. Herr Award for outstanding contributions to reading education and was a distinguished finalist for the international Reading Association's 1991 Albert J. Harris Award for research in reading disabilities.

Dr. Walker is a state, national, and international professional leader, having served on the board of directors of the International Reading Association, the College Reading Association, and the Montana State Reading Council. Most important to her, however, is preparing teachers to work with struggling readers. In this capacity, she has helped more than 2,500 struggling readers improve their literacy.

Table of Contents

Part One Teaching Reading to Learners Who Find Reading Challenging	1	(94)
Teachers as Problem Solvers	3	(8)
Active Reading	4	(2)
Problem Readers	6	(1)
Instructional Process	7	(3)
Summary	10	(1)
The Roles of Effective Teachers	11	(19)
Reflecting	13	(2)
Planning	15	(3)
Guideline #1: Focus on the Whole Act of Reading	15	(1)
Guideline #2: Emphasize Success	16	(2)
Mediating	18	(3)
Guideline #3: Encourage Active Reading	18	(2)
Guideline #4: Assess During Instruction	20	(1)
Enabling	21	(4)
Guideline #5: Build Independence	22	(1)
Guideline #6: Develop a Concept of Self as Reader	23	(2)
Responding	25	(4)
Guideline #7: Be Sensitive to Individual Differences	25	(2)
Guideline #8: Foster a Reality-Based Approach to Instruction	27	(2)
Summary	29	(1)
A Framework for Teaching Reading	30	(11)
Premises	31	(1)
Familiar Text Time	31	(1)
Guided Contextual Reading (GCR)	32	(2)
Strategy and Skill Instruction (SAS)	34	(3)
Strategy and Skill Instruction	34	(1)
Self-Assessment	35	(2)
Personalized Reading and Writing (PRW)	37	(2)
Summary	39	(2)
Gathering Assessment Data	41	(27)
Identifying the Major Presenting Problem	41	(1)
Establishing the Level of Student Performance	42	(7)
Categories of Performance	43	(1)
Scoring the Informal Reading Inventory	44	(1)
Establishing Instructional Level	44	(2)
Adding a Fluency Rating	46	(2)
Analyzing the Results from the Informal Reading Inventory	48	(1)
Further Assessments	49	(1)
Stages of Reading Development	50	(17)
Stage One	51	(4)
Stage Two	55	(5)
Stage Three	60	(2)
Stage Four	62	(5)
Summary	67	(1)
Selecting Instructional Techniques	68	(27)
Classifying Techniques for Guided Contextual Reading	70	(3)
Classifying Techniques by Mode of Response	70	(3)
Classifying Techniques for Strategy and Skill Instruction	73	(11)
Classifying Techniques by Reasoning Strategies	74	(2)
Classifying Techniques by Reading Skills	76	(8)
Classifying Techniques for Increased Specificity	84	(9)
Classifying Techniques by Sources of Information	85	(4)
Classifying Techniques by Type of Structure	89	(4)
Summary	93	(2)
Part Two Instructional Techniques	95	(116)
Techniques
Alternate Writing	98	(2)
Analytic (Implicit) Phonics	100	(2)
Chunking	102	(2)
Cloze Instruction	104	(2)
Collaborative Reading	106	(2)
Contextual Processing	108	(2)
Directed Reading Activity	110	(2)
Directed Reading-Thinking Activity	112	(2)
Echo Reading	114	(2)
Experience-Text-Relationship	116	(2)
Feature Analysis Grid	118	(2)
Framed Rhyming Innovations	120	(2)
Generative-Reciprocal Inference Procedure	122	(2)
Graphic Organizers	124	(2)
Guided Reading	126	(2)
Herringbone Technique	128	(2)
Imagery Instruction	130	(2)
Impress Method	132	(2)
Journal Writing	134	(2)
K-W-L	136	(2)
Language Experience Approach	138	(2)
Literature Circles	140	(2)
Making Words	142	(2)
Making and Writing Words	144	(3)
Opinion-Proof Approach	147	(2)
Paired Reading	149	(2)
Phonogram Approach	151	(2)
Prediction Logs	153	(2)
Question-Answer Relationships	155	(2)
Question-Generation Strategy	157	(2)
Readers Theater	159	(2)
Reciprocal Teaching	161	(2)
Repeated Readings	163	(2)
ReQuest	165	(2)
Retelling	167	(2)
Retrospective Miscue Analysis	169	(2)
Say Something	171	(2)
Shared Reading Approach	173	(2)
Sight Word Approach	175	(2)
Sound Boxes	177	(2)
Story Drama	179	(2)
Story Mapping	181	(3)
Story Writing Approach	184	(2)
Summarization	186	(2)
Summary Experience Approach	188	(2)
Synthetic (Explicit) Phonics	190	(2)
Talking Books	192	(2)
Thematic Experience Approach	194	(2)
Think-Aloud Approach	196	(2)
Vocabulary Self-Collection Strategy	198	(2)
Webbing	200	(2)
Word Analogy Strategy	202	(2)
Word Probe Strategy	204	(2)
Word Sorts	206	(2)
Word Walls	208	(3)
Bibliography	211	(4)
Index	215

Excerpts

Teachers are perceptive educators and reflective thinkers who make sophisticated decisions about instructional interactions on a daily basis. They realize that no one approach is better than others in all literacy situations and with all learners. In fact, they understand that the students in their classrooms are unique and respond differently to instructional techniques. This book is grounded in the belief that, as a nation, our strengths lie in our individual differences. These differences need to be nurtured through instruction, and instruction should build on the unique strengths of each student.This book was designed to be used by classroom teachers, reading tutors, and reading specialists in educational environments. It is hoped that teachers will use it when they are seeking ways to meet individual students' strengths and needs. Organization of the TextPart One of this text describes aspects of teaching and assessing reading as well as information about literacy learning and its influence on instruction. Chapter 1, "Teachers as Problem Solvers," looks at perspectives about reading and reading instruction. Chapter 2, "The Roles of Effective Teachers," discusses the responsibilities teachers assume as they coach student learning, while Chapter 3, "A Framework for Teaching Reading," provides a suggested outline for teaching reading. Chapter 4, "Gathering Assessment Data," provides information about evaluating the student while Chapter 5, "Selecting Instructional Techniques," provides charts that help teachers select techniques to promote learning growth.Part Two presents simple descriptions and procedures for 55 instructional techniques. Following each description, the view of reading underlying each technique is described, and information is provided to indicate when to use the technique for optimum effectiveness in teaching reading.