Reading and Learning to Read

<h2>Brief Contents</h2> <div class="c-un-numbered-list_container"> <ul> <li>Chapter 1 Knowledge and Beliefs about Reading</li> <li>Chapter 2 Approaches to Reading Instruction</li> <li>Chapter 3 Meeting the Literacy Needs of Diverse Learners</li> <li>Chapter 4 Foundations of Language and Literacy</li> <li>Chapter 5 Assessing Reading Performance</li> <li>Chapter 6 Word Identification</li> <li>Chapter 7 Reading Fluency</li> <li>Chapter 8 Vocabulary Knowledge and Concept Development</li> <li>Chapter 9 Comprehending Narrative Text</li> <li>Chapter 10 Comprehending Informational Text</li> <li>Chapter 11 Reading—Writing Connections</li> <li>Chapter 12 Bringing Children and Text Together</li> <li>Chapter 13 Instructional Materials</li> </ul> </div> <div class="c-header-numbers-with-list_container"> <h2>Table of Contents</h2> <ul> <li>Features</li> <li>Preface</li> </ul> <ol> <li><strong>Knowledge and Beliefs About Reading</strong> <ul> <li>The Importance of Belief Systems <ul> <li>Different Beliefs, Different Instructional Decisions <ul> <li>Differing Instructional Decisions</li> </ul></li> <li>Reading Instruction and Teachers’ Belief Systems</li> <li>National Initiatives</li> <li>Teacher Preparation</li> <li>Transliteracy</li> <li>Multiple Approaches to Reading Instruction</li> </ul></li> <li>How Teachers Come to Know About Reading and Learning to Read <ul> <li>Constructing Personal Knowledge</li> <li>Constructing Practical Knowledge</li> <li>Constructing Professional Knowledge and Expertise</li> </ul></li> <li>Perspectives on Learning to Read <ul> <li>Cognitive Insights into Reading and Learning to Read <ul> <li>The Alphabetic Principle and Learning to Read</li> <li>Schema Theory and Reading Comprehension</li> <li>Metacognition and Learning</li> </ul></li> <li>Reading from a Language Perspective <ul> <li>Psycholinguistics and Reading</li> <li>Sociolinguistics and Reading</li> </ul></li> </ul></li> <li>Models of Reading <ul> <li>Bottom-Up Models</li> <li>Top-Down Models <ul> <li>Interactive Models</li> </ul></li> </ul></li> <li>RTI for Struggling Readers</li> <li>What About: Standards, Assessment, and Knowledge and Beliefs about Reading? <ul> <li>Summary</li> <li>Teacher Action Research</li> <li>Through the Lens of the Common Core</li> </ul></li> </ul></li> <li><strong>Approaches to Reading Instruction</strong> <ul> <li>Belief Systems and Approaches to Literacy Instruction <ul> <li>Beliefs About Reading</li> </ul></li> <li>Curriculum Perspectives <ul> <li>Bottom-Up Curricula <ul> <li>Readers and Textbooks</li> </ul></li> <li>Top-Down Curricula <ul> <li>Classroom Conditions for Learning</li> </ul></li> <li>Instructional Approaches <ul> <li>The Basal Reading Approach</li> <li>The Language-Experience Approach</li> <li>Literature-Based Instruction Approaches</li> <li>Technology-Based Instruction <ul> <li>Technology-Based Instructional</li> </ul></li> </ul></li> <li>Considerations</li> <li>Individualizing Instruction</li> <li>The Integrated Approach</li> <li>Expertise Matters More than Approach</li> </ul></li> <li>RTI for Struggling Readers</li> <li>What About: Standards, Assessment, and Approaches to Reading Instruction? <ul> <li>Summary</li> <li>Teacher Action Research</li> <li>Through the Lens of the Common Core</li> </ul></li> </ul></li> <li><strong>Meeting the Literacy Needs of Diverse Learners</strong> <ul> <li>Linguistic Diversity in Literacy Classrooms <ul> <li>Instructional Beliefs About Linguistic Diversity</li> <li>Instructional Principles for Students Speaking Diverse Languages and Dialects</li> <li>Instructional Strategies for Students Speaking Diverse Languages <ul> <li>Sheltered English Adaptations</li> <li>Instructional Conversations</li> <li>Response Protocol</li> <li>Wordless Books</li> <li>Content Area Practices</li> </ul></li> <li>Dialects <ul> <li>Code-Switching</li> <li>Dialectical Miscues</li> </ul></li> </ul></li> <li>Cultural Diversity in Literacy Classrooms <ul> <li>Instructional Beliefs About Cultural Diversity</li> <li>Instructional Principles for Students from Diverse Cultures</li> <li>Instructional Strategies for Culturally Diverse Students <ul> <li>Determining Cultural Expectations</li> <li>Background Knowledge and Motivation</li> <li>Using Culturally Responsive Read-Alouds</li> <li>Choosing Quality Multicultural Literature</li> <li>Fostering Ethnic, National, and Global Identification</li> <li>Technology-Enhanced Instruction</li> </ul></li> </ul></li> <li>Academic and Cognitive Diversity in Literacy Classrooms <ul> <li>Instructional Beliefs About Academic and Cognitive Diversity</li> <li>Instructional Principles for Academic and Cognitive Diversity <ul> <li>Inclusion</li> <li>Curriculum Compacting</li> <li>Differentiated Instruction</li> </ul></li> <li>Instructional Strategies for Students with Diverse Academic and Cognitive Abilities <ul> <li>Multisensory Phonics Strategies</li> <li>Technology-Based Diagnostic Strategies</li> <li>Inquiry Learning</li> <li>Transliteracies</li> </ul></li> </ul></li> <li>RTI for Struggling Readers</li> <li>What About: Standards, Assessment, and Diversity? <ul> <li>Summary</li> <li>Teacher Action Research</li> <li>Through the Lens of the Common Core</li> </ul></li> </ul></li> <li><strong>Foundations of Language and Literacy</strong> <ul> <li>Literacy Development <ul> <li>How Oral Language Develops</li> <li>How Reading Develops <ul> <li>Phase 1: Awareness and Exploration</li> <li>Phase 2: Experimental Reading and Writing</li> <li>Phase 3: Early Reading and Writing</li> <li>Phase 4: Transitional Reading and Writing</li> <li>Phase 5: Independent and Productive Reading and Writing</li> </ul></li> <li>How Writing Develops <ul> <li>The Importance of Scribbling</li> </ul></li> <li>Oral Language and Vocabulary</li> <li>Phonological Awareness</li> <li>Alphabet Knowledge</li> <li>Developmental Writing</li> <li>Print Knowledge</li> </ul></li> <li>Literate Learning Environments <ul> <li>Creating Literate Learning Environments at Home</li> <li>Creating Literate Environments in the Classroom <ul> <li>Design of the Classroom Environment</li> <li>Literacy-Related Play Centers</li> </ul></li> </ul></li> <li>Facilitating Language and Literacy <ul> <li>Learning About Literacy Through Books</li> <li>Storybooks</li> <li>Nonfiction Books</li> <li>Big Books</li> <li>E-Books</li> <li>Class-Made Books</li> <li>Steps to Follow in Producing Language-Experience Stories <ul> <li>Having Students Dictate Stories</li> </ul></li> </ul></li> <li>Learning About the Relationships Between Speech and Print</li> <li>Learning About Features of Written Language</li> <li>Learning About Letters and Sounds <ul> <li>Recognizing Letters</li> <li>Phonological Awareness</li> <li>Phonemic Awareness <ul> <li>Developing Phonemic Awareness in Children</li> </ul></li> </ul></li> <li>Assessing Language and Literacy in Young Children <ul> <li>Assessing Print Knowledge</li> <li>Assessing Alphabet Knowledge</li> <li>Assessing Phonological Awareness and Phonemic Awareness</li> <li>Assessing Developmental Writing</li> </ul></li> <li>RTI for Struggling Readers</li> <li>What About: Standards, Assessment, and Beginning Readers and Writers? <ul> <li>Summary</li> <li>Teacher Action Research</li> <li>Through the Lens of the Common Core</li> </ul></li> </ul></li> <li><strong>Assessing Reading Performance</strong> <ul> <li>Toward a Collaborative Framework for Decision Making</li> <li>Trends in Assessment <ul> <li>High-Stakes Testing</li> <li>Authentic Assessment</li> <li>Technology in Assessment</li> </ul></li> <li>Formal Assessment <ul> <li>Standardized Tests <ul> <li>Types of Test Scores</li> <li>Types of Tests</li> <li>Uses of Standardized Test Results</li> </ul></li> <li>Criterion-Referenced Tests</li> </ul></li> <li>Informal Assessment <ul> <li>Informal Reading Inventories <ul> <li>Administering an IRI</li> <li>Recording Oral Reading Errors</li> <li>Determining Reading Levels</li> </ul></li> <li>Analyzing Oral Reading Miscues</li> <li>Running Records <ul> <li>Administering a Running Record</li> <li>Analyzing Running Records</li> </ul></li> <li>Kidwatching While Teaching <ul> <li>Anecdotal Notes</li> <li>Checklists</li> <li>Interviewing</li> </ul></li> <li>Other Informal Assessments</li> </ul></li> <li>Portfolio Assessment <ul> <li>Essential Elements of Portfolios</li> <li>Implementing Portfolios in the Classroom</li> </ul></li> <li>Assessment Today and Tomorrow</li> <li>RTI for Struggling Readers</li> <li>What About: Standards, Assessment, and Reading Performance? <ul> <li>Summary</li> <li>Teacher Action Research</li> <li>Through the Lens of the Common Core</li> </ul></li> </ul></li> <li><strong>Word Identification</strong> <ul> <li>Defining Word Identification</li> <li>Phases of Development in Children’s Ability to Identify Words</li> <li>Approaches and Guidelines for Teaching Phonics <ul> <li>Traditional Approaches <ul> <li>Analytic Phonics Instruction</li> <li>Synthetic Phonics Instruction</li> <li>Syllables</li> </ul></li> <li>Contemporary Approaches <ul> <li>Analogy-Based Phonics Instruction</li> <li>Embedded Phonics Instruction</li> <li>Guidelines for Contemporary Phonics Instruction</li> </ul></li> </ul></li> <li>Strategies for Teaching Phonics <ul> <li>Consonant-Based Strategies <ul> <li>Multisensory Activities</li> <li>Consonant Substitution</li> <li>Flip Books</li> <li>Making Words</li> <li>Word Ladders</li> <li>Cube Words</li> </ul></li> <li>Analogic-Based Strategies <ul> <li>Poetry</li> <li>Making and Writing Words Using Letter Patterns</li> </ul></li> <li>Spelling-Based Strategies <ul> <li>Word Banks</li> <li>Word Walls</li> <li>Word Sorting</li> </ul></li> </ul></li> <li>Using Meaning and Letter–Sound Information to Identify Words <ul> <li>Strategies for Teaching Context <ul> <li>Cloze Passages</li> <li>Cloze with Choices Given</li> <li>Guessing Games</li> <li>Semantic Gradients and Context Clues</li> </ul></li> <li>Cross-Checking and Self-Monitoring Strategies</li> </ul></li> <li>Using Structural Analysis to Identify Words <ul> <li>Strategies for Teaching Structural Analysis <ul> <li>Word Study Notebook</li> <li>Wall Chart Carousel</li> <li>Compound Word Cups</li> <li>Contraction Search</li> </ul></li> </ul></li> <li>Rapid Recognition of Words <ul> <li>High-Frequency Words</li> <li>Teaching Function Words <ul> <li>Incremental Rehearsal</li> <li>Language-Experience Strategy</li> <li>Word Walls</li> <li>Environmental Print</li> <li>Word Games</li> <li>Literature and Poetry</li> </ul></li> <li>Teaching Key Words <ul> <li>Group Activities with Key Words</li> </ul></li> </ul></li> <li>Organizing Word Identification Instruction <ul> <li>Principle 1</li> <li>Principle 2</li> <li>Principle 3</li> </ul></li> <li>Balancing Word Identification Instruction</li> <li>RTI for Struggling Readers</li> <li>What About: Standards, Assessment, and Word Identification? <ul> <li>Summary</li> <li>Teacher Action Research</li> <li>Through the Lens of the Common Core</li> </ul></li> </ul></li> <li><strong>Reading Fluency</strong> <ul> <li>Defining Oral Reading Fluency <ul> <li>Accuracy in Word Decoding</li> <li>Automatic Processing</li> <li>Prosody</li> <li>Predictability of Reading Materials</li> </ul></li> <li>Developing Oral Reading Fluency <ul> <li>Strategies for Groups of Students <ul> <li>Choral Reading</li> <li>Echo Reading</li> <li>Fluency-Oriented Reading Instruction (FORI)</li> </ul></li> </ul></li> </ul></li> </ol> </div>