Understanding Reading Problems : Assessment and Instruction

by Gillet, Jean Wallace; Temple, Charles A.

• ISBN13: 9780321013330
• ISBN10: 0321013336
• Edition: 5th
• Format: Hardcover
• Copyright: 1999-07-01
• Publisher: Addison-Wesley

Summary

This market-leading text helps teachers create engaged readers at all age levels, from primary grades through adolescence, through its comprehensive exploration of strategies for reading assessment and instruction. Heavily revised, the new edition maintains its focus on struggling readers and emphasizes classroom-based, rather than clinical, approaches. Understanding Reading Problems, 5/e, integrates case studies and a reader friendly style with the latest research.

Table of Contents

Preface	xi
PART ONE: ASSESSMENT	1	(210)
Reading and Its Assessment	2	(49)
What Teachers Need to Know about Reading Assessment	4	(5)
Assessment for Internal Audiences	5	(2)
Assessment for External Audiences	7	(2)
The Reading Process and Reading Problems	9	(38)
Emergent Literacy	10	(14)
Beginning Reading	24	(12)
Building Fluency	36	(2)
Reading to Learn and for Pleasure	38	(6)
Mature Reading	44	(3)
Changing Trends in Assessment	47	(1)
Authentic Assessment	47	(1)
Portfolio Assessment	48	(1)
Summary	48	(1)
References	48	(3)
Assessment for Internal Audiences: Ongoing Assessments	51	(32)
Running Records	54	(3)
Running Records to Document Progress	55	(1)
Running Records and Text Difficulty	55	(2)
Observations of Reading Behaviors and Strategies	57	(7)
Observing Readers	57	(2)
Recording Observations	59	(5)
Monitoring Types and Difficulty of Texts Read	64	(2)
Cloze Procedures	66	(4)
Using a Cloze for Placement	68	(2)
Using the Cloze Diagnostically	70	(1)
Monitoring Spelling Progress and Problems	70	(8)
Developmental Spelling Stages	71	(3)
Documenting Spelling Progress	74	(1)
Developmental Spelling Inventory	74	(4)
Monitoring Growth in Writing	78	(2)
Writing Samples	78	(1)
Writing Checklists	79	(1)
Summary	80	(1)
References	81	(2)
Assessment for Internal Audiences: Periodic In-Depth Assessments	83	(48)
Levels of Reading Ability	85	(3)
The Independent Level	85	(1)
The Instructional Level	85	(1)
The Frustration Level	85	(2)
The Listening Level	87	(1)
The Usefulness of Grade-Equivalent Reading Levels	87	(1)
Informal Reading Inventories	88	(10)
Selecting a Commercial or Language Arts Series IRI	92	(4)
Types of Text in Informal Reading Inventories	96	(1)
The Role of Prior Knowledge in Comprehension	96	(2)
Administering an Informal Reading Inventory	98	(9)
Where to Start	98	(2)
Where to Stop	100	(1)
Step-by-Step Administration	100	(1)
Reinspection and Comprehension	101	(2)
Retelling and Comprehension	103	(1)
Marking Oral Reading Miscues	104	(1)
Assessing Listening Comprehension	104	(1)
Assessing Recognition of Words in Isolation	105	(2)
Scoring an Informal Reading Inventory	107	(5)
Oral Reading Accuracy	109	(2)
Reading and Listening Comprehension	111	(1)
Scoring the Word Recognition Inventory	111	(1)
Keeping Track of Scores	112	(1)
Interpreting an Informal Reading Inventory	112	(11)
Establishing Reading and Listening Levels	112	(3)
Qualitative Analysis of Oral Reading Miscues	115	(4)
Analyzing Reading Comprehension	119	(1)
Comprehension Skill Patterns	120	(1)
Patterns in Listening Comprehension	121	(2)
Analyzing Word Recognition in Isolation	123	(1)
Supplementing Informal Assessments	123	(5)
Helping Students to Become Strategic Readers	123	(3)
Word Recognition and Phonics Tests	126	(2)
Summary	128	(1)
References	129	(2)
Assessment for Internal Audiences: Portfolio Assessment	131	(48)
Perspectives on Authentic Assessment and Evaluation	132	(1)
Why Keep Portfolios?	133	(2)
Showcasing Achievement	134	(1)
Documenting Progress	134	(1)
Demonstrating Effort	134	(1)
Fostering Students' Self-Evaluation and Reflection	134	(1)
Beginning a Portfolio Program	135	(9)
Primary Grades	136	(2)
Middel and Upper Grades	138	(2)
Gaining the Support of Administrators and Parents	140	(4)
Keeping Portfolios	144	(7)
Selecting Curricular Areas to Be Sampled	145	(1)
What goes into a Portfolio?	146	(3)
Helping Students to Select Work for Inclusion	149	(2)
Evaluating Portfolios	151	(6)
Teaching Self-Evaluation	151	(2)
Teaching Goal Setting	153	(1)
Teacher Evaluations	153	(2)
Parent Evaluations	155	(2)
Portfolio Conferences	157	(7)
Conferring With Students	157	(3)
Peer Conferences	160	(3)
Conferring With Parents	163	(1)
Summary	164	(1)
References	164	(2)
Reproducible Forms	166	(13)
Assessement for External Audiences: Formal Measures	179	(32)
Understanding Formal Tests	180	(2)
Characteristics of Tests	182	(4)
Reliability	183	(1)
Validity	184	(2)
Interpretign Test Results	186	(5)
Measures of Dispersion: Range and Standard Deviation	189	(1)
Form of Test Scores	189	(2)
Norm-Referenced Tests	191	(8)
Achievement Tests	193	(3)
Diagnostic Tests	196	(3)
Criterion-Referenced Tests	199	(4)
Characteristics of Criterion-Referenced Tests	199	(1)
Goals and Objectives	200	(3)
Minimum Competency Testing	203	(3)
Issues of Minimum Competency Programs	204	(1)
Problems of Minimum Competency Programs	204	(2)
Sources of Test Information	206	(2)
Measurement Yearbooks and Indexes	206	(1)
Bulletins	207	(1)
Journals	208	(1)
Summary	208	(1)
References	209	(2)
PART TWO: INSTRUCTION	211	(273)
Emergent and Beginning Literacy	213	(66)
Different Conceptions of Early Literacy	215	(3)
The ``Magic Moment'' of Readiness to Read	215	(1)
Teaching Isolated Skills: The Behaviorist Approach	215	(1)
``Learning to Read by Discovery''	216	(1)
Early Literacy: A Research-Based View	217	(1)
The Transition from Emergent Literacy to Beginning Reading	218	(1)
Understanding and Assessing emergent and Beginning Literacy	218	(27)
Oral Language Fluency	219	(5)
Storybook Reading	224	(3)
Print Orientation concepts	227	(2)
Letter Knowledge	229	(1)
The Speech-to-Print Match	230	(3)
Phonemic Awareness	233	(4)
Phoneme-to-Grapheme Correspondences	237	(1)
Sight-Word Recognition	238	(4)
Comprehension	242	(3)
Teaching for Emergent and Beginning Literacy	245	(1)
Reading Storybooks	245	(1)
Reading Many Book, Repeatedly	245	(1)
Reading Expressively	246	(1)
Little Books	246	(2)
Series Books	248	(1)
Teaching Print Orientation concepts	249	(1)
Teaching the Alphabet	250	(2)
Alphabet Books	251	(1)
Letter-Matching Games	251	(1)
Sounds and Letters	251	(1)
Letter-Matching Games	251	(1)
Sounds and Letters	251	(1)
Teaching the Concept of Word	252	(1)
The Voice-Pointing Procedure	253	(1)
Cut-Apart words	253	(1)
Dictated Experience Accounts	253	(1)
Exercises to Develop Phonemic Awareness	253	(4)
Invented Spelling	253	(1)
Other Exercises to Develop Phonemic Awareness	254	(3)
Exercises to Teach Word Recognition and Letter-to-Sound Correspondences	257	(9)
Word Sorts	257	(2)
Making and Breaking Worlds	259	(2)
Connecting children's Literature with Phonics Instruction	261	(3)
Enhanced Writing	264	(1)
Early Writing workshops	264	(2)
Teaching for comprehension	266	(5)
Shared Reading	266	(5)
Early Intervention Programs	271	(3)
Reading Recovery	271	(1)
Question about Early Intervention Programs	272	(2)
Early Intervention Programs Using Tutors	274	(1)
Summary	274	(1)
References	275	(4)
Assessign and Teaching Developing Readers	279	(51)
Introduction	280	(3)
Case Study	280	(3)
Developing sight Vocabulary	283	(1)
Dictated Stories and Language Experience	283	(1)
Support Reading: Echo-Reading and Choral-Reading	284	(2)
Developing Reading Fluency	286	(8)
Rereading	287	(1)
Repeated Readings for Fluency	288	(1)
Predictable Books, ``Easy Readers,'' and Other Easy Reading Fare	289	(5)
Developing word Analysis Strategies	294	(7)
Teaching the ``P'' Word: Phonics	294	(3)
Assessing Decoding Ability	297	(2)
Using context	299	(1)
Approaching Word Attack Strategically	300	(1)
Developing Reading Comprehension	301	(19)
For the First Phase: Exploration	302	(1)
Developing Prior Knowledge	302	(4)
For the phase of Inquiry	306	(8)
For the Phase of Reflection	314	(6)
Developing Listening comprehension	320	(6)
The Interaction of Listening and Reading Comprehension	321	(5)
Summary	326	(1)
References	327	(3)
Adolescent Students with Reading Problems	330	(42)
Guiding Principles and Theories	331	(4)
Establishing Trust	331	(1)
Providing Literate Role Models	332	(1)
Reducing the Feeling of Learned Helplessness or Passive Failure	332	(1)
Legitimizing Personal Knowledge and Experiences	333	(1)
Developing a Learning Environment	334	(1)
Classifying the Adolescent Student with Reading Problems	335	(34)
Peter: A Nonreader	336	(9)
Jayne: A Disenchanted Learner	345	(16)
Sherita: A Remedial Reader	361	(8)
Summary	369	(2)
Refereces	371	(1)
Mature Readers and Writers	372	(44)
From Learning-to-Read to Reading-to-Learn	373	(1)
A Model of Instruction to Guide Reading-to-Learn	373	(1)
Strategies for the Anticipation Phase	374	(5)
Advance Organizers	374	(1)
Group Brainstorming	374	(1)
Paired Brainstorming	375	(1)
Terms in Advance	375	(1)
Scrambled Sentences	375	(1)
Free Writing	375	(1)
Semantic Mapping	376	(1)
Know/Want to Know/Learn (K-W-L)	376	(2)
Think/Pair/Share	378	(1)
The Anticipation Guide	378	(1)
Strategies for the Investigation Phase	379	(7)
The I.N.S.E.R.T. Model	379	(1)
ReQuest Procedure	380	(1)
Reciprocal Teaching	380	(2)
Study Guides	382	(2)
Dual-Entry Diaries	384	(1)
A Lesson in Cooperative Learning: Jigsaw II	384	(2)
Strategies for the Reflection Phase	386	(8)
Paired Brainstorming/Paired Summarizing	386	(1)
Terms in Advance, Revisited	386	(1)
Scrambled Sequences, Revisited	386	(1)
Semantic Mapping, Revisited	386	(1)
K-W-L, Revisited	387	(1)
The I.N.S.E.R.T. Chart, Revisited	387	(1)
Study Guides, Revisited	387	(1)
Dial-Entry diaries, Revisited	387	(1)
Think/Pair/Share, Revisited	388	(1)
Ten-Minute Essays and Other Free writes	388	(1)
The Five-Minute Essay	389	(1)
The Concept Chart	389	(1)
Three-Part Diaries	390	(1)
Discussion Strategies	390	(1)
The Discussion Web	391	(1)
Academic controversy	392	(2)
Trade a Problem	394	(1)
Understanding Patterns of Text Organization	394	(10)
Taxonomy	394	(1)
Chronology	395	(1)
Cause and Effect	396	(2)
Written directions	398	(2)
Comparision and Contrast	400	(2)
Explanation or Exposition	402	(2)
Vocabulary	404	(8)
Vocabulary and Background concepts	405	(2)
Semantic Webs	407	(1)
Concept Maps	408	(1)
Venn Diagrams	409	(1)
Etymologies and Word Webs	409	(1)
Vocabulary and Surrounding context	410	(2)
Summary	412	(1)
References	413	(1)
Appendix: Marco Polo, Adventurer	414	(2)
Strategies for Teaching Reading and Writing to English Learners	416	(38)
The Context of Teaching English Learners to Read and Write	417	(4)
English Learners: Who Are They?	417	(1)
What Do We Know about the Context to Learning and of Learning in a Second Language?	418	(1)
The Legal Status of Programs to Seven English Learners	418	(1)
Bilingual Education: One solution	419	(1)
Language Policy Decisions about the Language of Instruction: The Transition Process	419	(2)
Second Language Acquisition	421	(8)
Underlying Principles of Communicative-Based Approaches	422	(2)
Basic Instructional Strategies for Second Language Acquisition	424	(5)
Assessing English Language proficiency	429	(1)
Teaching English Learners to Read and Write in English	429	(9)
Early Literacy Experiences	429	(1)
Adapting the Language Experience Approach for English Learners	430	(3)
Text-Based Strategies	433	(2)
Vocabulary Development	435	(1)
Adapting Phonics and Decoding Strategies for English Learners	436	(1)
Writing and Spelling	437	(1)
Scaffolding Strategies for Improving Reading comprehension	438	(9)
Prereading Strategies	439	(5)
Guided Reading Strategies	444	(2)
Postreading Strategies	446	(1)
Some Issues in Assessing the Reading and Writing of English Learners	447	(2)
Instruments and Procedures	447	(1)
Grouping for Instruction	447	(1)
Selection of Literature and Other Instructional Materials	448	(1)
Summary	449	(1)
References	449	(5)
Assessing Factors Related to Reading Problems	454	(30)
Philosophical and Legal Issues Related to Special-Needs Students	455	(7)
Legislation Affecting Special-Needs Students	455	(3)
Inclusion and the Regular Education Initiative	458	(1)
Identifying Special-Needs Students	459	(1)
Assessment of Special Education Needs	460	(2)
Intellectual Factors	462	(4)
Tests of Intelligence and Learning Aptitude	462	(3)
The Role of Experience	465	(1)
Issues of Bias in Assessment	466	(1)
Physical Factors	466	(6)
Vision and Visual Problems	467	(2)
Hearing and Auditory Problems	469	(3)
Language Difficulties and disorders	472	(5)
Language Acquisition and Difficulties in Infancy and Early Childhood	472	(2)
Language Development and Difficulties in Preschool and Primary Grades	474	(2)
Language Development and Difficulties in Later Childhood	476	(1)
The Special Challenges of Bilingualism	476	(1)
Special Learning Problems	477	(4)
Learning disabilities	477	(2)
Dyslexia	479	(2)
Summary	481	(1)
References	482	(2)
Index	484