Teaching Children to Read and Write : Becoming an Effective Literacy Teacher

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ISBN: 9780205325320 | 0205325327
Cover: Hardcover
Copyright: 1/1/2002

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"Teaching Children to Read and Write" takes an evidence-based approach to the theories and methods needed to become an effective literacy teacher. The fourth edition emphasizes the characteristics of the effective literacy teacher, one who engages, motivates, and helps his/her students. The effective literacy teacher also relies on teaching strategies that are up-to-date and proven by research to work. The effective literacy teacher must also understand the essential foundations of literacy teaching, and "Teaching Children to Read and Write" presents comprehensive information about the theories, approaches, data, and standards needed to ensure that students are well-prepared to teach literacy in todayAs educational environment!

Preface

xxv

Acknowledgments

xxxi

About the Author

xxxiii

Becoming an Effective and Influential Literacy Teacher

(27)

Characteristics of Influential Teachers

(7)

Believing in Influential Teaching

(1)

Recognizing Effective Teaching

(2)

Understanding Children's Literacy Development

(1)

Understanding Links between Literacy Theory, Research, and Practice

(1)

The NAEP Reading Report Card

(2)

Responses to the NAEP Findings

(1)

Using Effective Instructional Strategies

(1)

An Overview of Effective Instructional Approaches

(4)

The Basal Reader Approach

(1)

The Literature-Based Approach

(1)

The Whole Language Approach

(2)

Characteristics of Exemplary Reading Programs

(1)

A Historical Perspective on Literacy Instruction in the United States

(9)

Reading and Writing from Colonial Times to the Modern Era, 1607-1910

(3)

Reading and Writing in the Twentieth Century

(3)

Literacy Trends and Implications

(3)

The Challenge of Becoming an Effective and Influential Teacher

(2)

Chapter Summary

(1)

Bridges to the Classroom

(1)

Bridges to Practice and Research

(1)

Understanding Meaning Making and the Reading and Writing Process

(31)

Expert Reader Competencies

(1)

Word Analysis

(1)

Meaning Clues

(1)

Story Schemata

(1)

Motivation

(1)

Hypothesizing

(1)

Comprehension Strategies

(1)

Children's Oral Language Development

(4)

Mastering Phonology

(1)

Mastering Grammar

(1)

Mastering Syntax

(1)

Developing Vocabulary

(1)

Children's Emergent Literacy and Literacy Development in the Elementary School Years

(7)

Emergent Writing

(1)

Invented Spelling and Patterns of Spelling Development

(3)

Writing Development

(1)

Writing in the Primary Grades

(1)

Writing in the Intermediate Grades

(1)

Reading Acquisition in the Primary Grades

(1)

Phonics and Other Word Analysis Skills in Grades K-3

(1)

Comprehension in Grades K-3

(1)

Story Reading in Grades K-3

(1)

Reading Development in the Intermediate Grades

(1)

Word Analysis in Grades 4-6

(1)

Story Comprehension in Grades 4-6

(1)

Content Area Reading in Grades 4-6

(1)

Factors that Influence Oral and Written Language Development

(4)

Motivation for Literacy Learning

(1)

Learning Functions of Language

(1)

Influence of Home, Community, and Classroom

(2)

The Sociocognitive Theory of Language and Literacy Development

(3)

Piaget's Theory of Cognitive Development

(1)

Vygotsky's Zone of Proximal Development

(1)

Schema Theory

(1)

Background Knowledge as the Basis for Comprehension

(1)

Comprehension as a Constructive Process

(1)

The Reading Process-A Synthesis

(8)

Selectively Activating Background Knowledge

(1)

Activating and Applying Monitoring Strategies

(2)

Using Constructed Meaning for Expected Outcomes

(1)

Helping Students Develop Expert Reader Competencies

(3)

Chapter Summary

(1)

Bridges to the Classroom

(1)

Bridges to Practice and Research

(1)

Understanding Early Reading and Writing Development

(44)

Types of Meaning in Meaning Negotiation

(2)

Ambiguity and Risk in Meaning Negotiation

(2)

Optimal Conditions for Literacy Learning

(1)

Children's Early Reading Development

(1)

Developing Literacy Awareness

(23)

Teaching Conventions of Reading

(1)

Directional Concepts

(1)

Geometric Shape Language

(1)

Class Participation Rules

(1)

Language of Instruction

(1)

Teaching Picture and Print Awareness

(1)

Concepts about Pictures and Print

(1)

Picture Books and Picture Storybooks

(1)

Big Books and Oral Story Reading

(1)

Language Experience Charts

(1)

Letter Recognition Knowledge

(2)

Teaching Phonemic Awareness

(1)

Developing Phonemic Awareness

(1)

Phonemic Segmentation

(1)

Teaching Observation and Writing Awareness

(1)

Expression through Art

(1)

Descriptive Language from Observation

(1)

Descriptive Language from Sensory Experience

(1)

Language Experience Stories

(1)

Collecting and Recording Words and Images

(2)

Teaching Concepts of Story and Narrative

(1)

Shared Book Experiences

(1)

Predictable Books

(1)

The Directed Listening-Thinking Activity (DL-TA)

(2)

Teaching Positive Reading and Literacy Attitudes

(2)

Early Literacy Classrooms

(12)

Organization of K-1 Classrooms

(1)

Home Tables

(1)

Circle Area Tables

(1)

Reading Center Tables

(2)

Writing Center

(1)

Art, Activity, and Play Centers

(1)

Organization of the Kindergarten Day

(1)

Managing the Classroom

(1)

Establishing Rules and Routines

(2)

Showing Children How to ``Do'' School

(1)

Observations and Recording of Children's Progress

(4)

Chapter Summary

101

(1)

Bridges to the Classroom

101

(1)

Bridges to Practice and Research

102

(1)

Using Instructional Strategies to Develop Reading Comprehension

103

(47)

Children's Comprehension Development

105

(1)

Comprehension Instruction in the Classroom

106

(10)

The Teacher's Role in Comprehension Instruction

107

(1)

Encouraging Active Thinking

107

(1)

Facilitating Active Involvement

108

(1)

Four Levels of Thinking

108

(1)

Using the Four Levels of Thinking in the Classroom

109

(1)

Seven Comprehension Skills

110

(1)

Identifying Details

110

(1)

Establishing Sequence of Events

111

(1)

Associating Cause and Effect

111

(1)

Determining Main Idea

111

(1)

Predicting Outcomes

112

(1)

Valuing

112

(1)

Problem Solving

112

(1)

Eight Questioning and Discussion Strategies

112

(1)

Focusing

112

(1)

Extending

113

(1)

Clarifying

113

(1)

Raising

113

(1)

Receiving

113

(1)

Controlling

113

(1)

Ignoring

114

(1)

Wait Time

115

(1)

Group Reading Approaches for Comprehension

116

(32)

The Directed Reading-Thinking Activity (DR-TA)

116

(1)

First Phase of the DR-TA

117

(2)

An Example of Cognitive Commerce

119

(2)

Second Phase of the DR-TA

121

(1)

Tips for Using the DR-TA

121

(1)

The Directed Reading Activity (DRA)

121

(1)

Five Steps of the DRA

122

(1)

A DRA Lesson Plan

123

(1)

Comparing DR-TA and DRA

124

(1)

Strategies That Target Specific Comprehension Processes

124

(1)

PReP (PreReading Plan)

124

(1)

PReP Instructional Phase

124

(7)

PReP Response Analysis Phase

131

(1)

QAR (Question-Answer Relationship) Strategy

132

(1)

Introducing QAR

132

(2)

Review and Practice

134

(1)

Extension to Longer Passages

135

(1)

Application to Classroom Reading

136

(1)

ReQuest (Reciprocal Questioning)

136

(3)

Reciprocal Teaching

139

(2)

GMA (Group Mapping Activity)

141

(7)

Chapter Summary

148

(1)

Bridges to the Classroom

149

(1)

Bridges to Practice and Research

149

(1)

Building Vocabulary and Comprehension Connections

150

(30)

Vocabulary Acquisition

151

(2)

Goals and Objectives of Vocabulary Instruction

153

(1)

Active Learning in Vocabulary Learning Contexts

154

(5)

Word Reasoning

155

(1)

Motivation for Word Learning

156

(1)

Criteria for Word Selection

157

(2)

Before-Reading Vocabulary Instruction: Teaching Vocabulary in Context (TVC)

159

(1)

During-Reading Vocabulary Instruction: The Context-Structure-Sound Reference (CSSR) System

160

(1)

After-Reading Vocabulary Instruction: The Vocabulary Self-Collection Strategy (VSS)

161

(4)

Instruction to Support Word Learning and Build Meaning Connections

165

(13)

Interactive Cloze

165

(1)

Synonyms and Antonyms

166

(1)

Similes and Metaphors

167

(1)

Concept Webs

167

(1)

Semantic Maps

168

(1)

A First-Grade Semantic Map for ``Kate and the Zoo''

169

(1)

A Fourth-and Fifth-Grade Map for Sharks

170

(2)

Semantic Feature Analysis (SFA)

172

(2)

Vocabulary Logs or Journals

174

(1)

Word Sleuthing Strategies

175

(3)

Chapter Summary

178

(1)

Bridges to the Classroom

178

(1)

Bridges to Practice and Research

179

(1)

Building Word Analysis Strategies and Skills

180

(40)

Phonics and Word Analysis: A History of Controversy

182

(3)

The Debate about Why Johnny Can't Read

183

(1)

Research on Beginning Reading

183

(1)

Reading and Phonics Today

184

(1)

Developmental Stages in Word Recognition

185

(5)

The General Learning Order of Word Analysis Skills

188

(1)

Individual Variability in Reading Development

188

(2)

Goals and Objectives for Teaching Word Analysis Skills

190

(1)

Instructional Strategies for Teaching Phonics

191

(12)

Teaching Letter-Sound Relationships

192

(4)

Developing Consonants in Pictures and Print Context

196

(3)

Introducing and Developing Vowels

199

(2)

Teaching Letter Pattern Recognition through Rhyme

201

(2)

Instructional Strategies for Teaching Syllable Identification

203

(3)

Using Pattern Clues for Syllable Identification

204

(1)

Using Consonant Clusters to Identify Pronounceable Units

204

(2)

Instructional Strategies for Teaching Compound Words

206

(2)

Instructional Strategies for Teaching Affixes and Roots

208

(1)

Instructional Strategies for Teaching Context Clues

209

(7)

Instructional Strategies for Developing Reading Fluency

216

Skill Application through Wide Reading

214

(4)

Chapter Summary

218

(1)

Bridges to the Classroom

218

(1)

Bridges to Research and Practice

219

(1)

Using Literature and Reader Response to Enhance Motivation and Comprehension

220

(39)

Goals of a Literature Program

222

(2)

Three Steps in the Reader Motivation and Response Process

224

(1)

Reader Identification

224

(1)

Catharsis

224

(1)

Insight

225

(1)

Influence of Instructional Stances on Reader Response

225

(1)

The Efferent Stance

225

(1)

The Aesthetic Stance

225

(1)

Sources of Reader Motivation

226

(3)

Internal Reader Motivations

226

(3)

External Reader Motivations

229

(1)

Selecting Literature

229

(4)

Children's Reading Interests in the Primary Grades

230

(1)

Children's Reading Interests in the Intermediate Grades

230

(1)

Working with Librarians

231

(1)

Helping Children Choose Books Independently

232

(1)

Types of Children's Literature

233

(4)

Fiction

233

(1)

Plot

233

(1)

Characterization

233

(1)

Setting

233

(1)

Point of View

234

(1)

Theme

235

(1)

Nonfiction

235

(1)

Poetry, Rhymes, and Jingles

236

(1)

Developing the Classroom Reading Center

237

(1)

Instructional Strategies for Teaching Literature

238

(17)

Reading Aloud: Sharing Stories and Poems

240

(1)

Storytelling

240

(3)

Literature Response Journals

243

(2)

Literature Response Groups

245

(2)

The Book Club

247

(1)

Literature Circle

248

(1)

Book Sharing Strategies

249

(1)

Sustained Silent Reading (SSR)

250

(1)

Readers Theatre

251

(1)

Investigative Questioning Procedure (In Quest)

252

(3)

Evaluating Children's Progress in Responding to Literature

255

(2)

Chapter Summary

257

(1)

Bridges to the Classroom

257

(1)

Bridges to Research and Practice

258

(1)

Developing Children's Reading and Writing in Content Areas

259

(40)

Relationships among Reading, Writing, and Learning

261

(1)

Content Area Literacy in Perspective

262

(3)

Reading in the Content Areas

264

(1)

Writing in the Content Areas

264

(1)

Guiding Children's Reading in Content Area Instruction

265

(8)

Content DR-TA

265

(1)

Group Mapping Activity (Content GMA Study Maps)

266

(2)

Content Vocabulary Self-Collection Strategy (VSS)

268

(1)

Other Vocabulary Development Strategies

268

(1)

K-W-L Plus

269

(1)

Directed Inquiry Activity (DIA)

270

(3)

Guiding Children's Writing in Content Area Instruction

273

(15)

Writing Workshop

273

(1)

Writing Workshop Time

274

(1)

Writing Workshop Environment and Organization

275

(1)

Writing Workshop Instruction

275

(1)

Mini-Lessons

275

(1)

Writing Time

276

(1)

Writing Conferences

277

(2)

Sharing Time

279

(1)

Record Keeping and Evaluation

279

(1)

Six Steps of the Writing Process

280

(2)

Guided Writing

282

(1)

Content Area Journals

283

(2)

Double Entry Journals

285

(1)

Learning Logs

285

(1)

Beginning Researchers and Embedded Study Skills

285

(1)

Taking Notes and Developing Research Ideas from Listening

286

(1)

Reading and Taking Notes

286

(2)

Initiating and Carrying Out Research

288

(1)

Developing Children's Handwriting

288

(1)

Integrating Reading and Writing across the Curriculum

288

(9)

Project-Based Reading and Writing-The Authoring Cycle

290

(1)

Content Area Theme Cycles

291

(1)

Thematic Units-Integrating Literature

292

(5)

Chapter Summary

297

(1)

Bridges to the Classroom

298

(1)

Bridges to Practice and Research

298

(1)

Instructing Delayed Readers in a Regular Classroom Setting

299

(28)

Understanding Delayed Readers

300

(7)

A Definition

300

(2)

Levels of Need

302

(1)

Corrective Reading Programs

302

(1)

Remedial Reading Programs

302

(2)

Clinical Reading Programs

304

(1)

Causes of Reading Delays

304

(1)

Two Possible Causes of Delayed Reading

305

(2)

Other Causes of Reading Delays

307

(1)

Meeting the Needs of Delayed Readers

307

(16)

General Guidelines

308

(1)

Methods and Materials

308

(1)

Management of Instructional Details

308

(2)

Assessment

310

(1)

Reading Levels

310

(1)

Strengths and Weaknesses in Reading

310

(1)

Word Analysis

311

(1)

Word Recognition and Word Identification

311

(1)

Word-Learning Phases

312

(3)

Comprehension

315

(1)

The Complexity of Comprehension and Comprehension Instruction

315

(1)

Content Area Reading

316

(2)

Motivation

318

(5)

Final Thoughts

323

(2)

Chapter Summary

325

(1)

Bridges to the Classroom

326

(1)

Bridges to Practice and Research

326

(1)

Understanding Language and Cultural Diversity and Special Needs

327

(48)

Understanding the Impact of Diversity

329

(6)

Your Beliefs and Values About Diversity

331

(1)

Principles and Guidelines for Teaching Diverse Learners

331

(1)

Multicultural Education

332

(3)

Children's Language Acquisition Strategies

335

(2)

Literacy Background and Linguistic Interdependence

335

(1)

Development of Metalinguistic Awareness

336

(1)

Children's Language and Culture

337

(6)

Standard English Dialects

337

(1)

Nonstandard English Vernaculars

337

(2)

Factors that Influence Second Dialect Acquisition

339

(1)

Bilingual Learners

340

(3)

Programs for Students with Limited English Proficiency

343

(4)

English as a Second Language (ESL) Programs

343

(1)

Bilingual Education

343

(1)

Transitional Programs

343

(1)

Maintenance Programs

344

(1)

Two-Way Bilingual Programs

344

(1)

Bilingual Teachers

344

(1)

Specially Designed Academic Instruction in English (SDAIE)

344

(3)

Specific Classroom Strategies for Teaching Bilingual Learners

347

(14)

Determining Instructional Needs

348

(1)

Developing Background and Conceptual Knowledge

349

(1)

Vocabulary Self-Collection Strategy (VSS)

350

(1)

Vocabulary Logs and Journals

350

(1)

Developing and Monitoring Meaning Construction

350

(1)

DL-TA

350

(1)

DR-TA

350

(1)

Question-Answer Relationships (QAR)

350

(1)

ReQuest

350

(1)

Reciprocal Teaching

351

(1)

Group Mapping Activity (GMA)

351

(1)

Motivating Individual and Group Responses to Literature

352

(1)

Read-Aloud Strategy

352

(1)

Literature Response Journals

352

(1)

Literature Circles

352

(1)

Investigative Questioning Procedure (InQuest)

353

(2)

Using Multicultural Literature and Multicultural Thematic Units

355

(6)

Understanding Students with Special Needs

361

(9)

Children with Disabilities

361

(1)

Special Education and Inclusion

362

(1)

Your Beliefs and Values about Students' Abilities and Disabilities

362

(1)

Your Role in Planning and Adapting Instruction for Students with Special Needs

363

(1)

Principles and Guidelines for Teaching Students with Special Needs

364

(1)

Ideas for Adapting Instruction

365

(2)

Students with Emotional Disturbances

367

(1)

Students Who Are Gifted

368

(2)

Using Tutors to Assist in Meeting Student Needs

370

(3)

Chapter Summary

373

(1)

Bridges to the Classroom

373

(1)

Bridges to Practice and Research

374

(1)

Assessing Children's Progress in Literacy Development

375

(38)

Principles of Assessment

377

(2)

Classroom Observations

379

(15)

Sources of Information for Assessment

380

(1)

Quick Notes for Recording Observations

380

(1)

Using an Interest Inventory

380

(2)

Using the Reading Achievement Inventory (RAI)

382

(1)

Word Identification

382

(1)

Comprehension and Vocabulary

382

(1)

Motivation

382

(3)

Using Informal Reading Inventories

385

(1)

Oral Reading Miscue Analysis

386

(1)

Questions for Identifying Miscues

386

(1)

System for Recording Miscues

387

(3)

Using a Running Record

390

(2)

Estimating Approximate Reading Levels

392

(2)

Portfolio Assessment

394

(5)

Establishing Instruction Purposes

396

(1)

Determining What to Include in Students' Portfolios

396

(2)

Involving Students in Portfolio Development and Evaluation

398

(1)

Criteria for Evaluating Student Portfolios

399

(1)

Formal Assessment

399

(7)

Formal Testing Instruments

402

(1)

Concepts of Validity, Reliability, and Standard Error of Measurement

403

(1)

Interpreting Test Results

404

(2)

Communicating Student Progress to Parents

406

(4)

Chapter Summary

410

(1)

Bridges to the Classroom

411

(1)

Bridges to Practice and Research

411

(2)

Examining Instructional Approaches to Literacy Learning

413

(42)

The Basal Reader Approach

414

(10)

Underlying Beliefs and Assumptions about Literacy Learning in the Basal Reader Approach

415

(1)

Instructional Components of the Basal Reader Approach

416

(1)

The Teacher's Guide

416

(1)

Lesson Plans and Annotated Student Text

416

(1)

The Student Workbook

416

(1)

Grade-Level and Reading-Level Organization

416

(4)

Organization and Management of the Basal Reading Classroom

420

(1)

Reading Group Instructional Area

421

(1)

Scheduling Reading Groups

421

(1)

Routines and Rules for Basal Reading Groups

421

(1)

Effects of Ability Grouping

422

(1)

Strengths and Limitations of the Basal Reader Approach

423

(1)

Adapting Basal Reading Programs to Meet Children's Needs

423

(1)

The Literature-Based Approach

424

(8)

Underlying Beliefs and Assumptions about Literacy Learning in the Literature-Based Approach

424

(1)

Identifying Core Readings

424

(1)

Implementing the Literature-Based Approach

425

(1)

Organization and Management of the Literature-Based Classroom

425

(1)

The Reading Center

426

(1)

Flexible Floor Space

427

(1)

Routines and Rules for Literature-Based Instruction

427

(2)

Strengths and Limitations of the Literature-Based Approach

429

(1)

Adapting the Literature-Based Approach to Meet Program Needs

429

(3)

The Whole Language Approach

432

(5)

Underlying Beliefs and Assumptions about Literacy Learning in the Whole Language Approach

433

(1)

Implementing the Whole Language Approach

433

(1)

Organization and Management of the Whole Language Classroom

433

(2)

Large Blocks of Writing Time

435

(1)

Reflections, Feedback, and Goal Setting

436

(1)

Creating the Environment for Learning

436

(1)

Fostering Independence

436

(1)

Strengths and Limitations of the Whole Language Approach

436

(1)

Adapting the Whole Language Approach

437

(1)

Evaluation of Instructional and Supplementary Programs

437

(3)

Technology-Based Instruction

440

(13)

Underlying Beliefs and Assumptions about Computer-Based Literacy Learning

442

(3)

Instructional Uses of Technology in Children's Literacy Development

445

(3)

Integrating Technology in Your Classroom

448

(1)

Evaluating Software Programs

449

(4)

Chapter Summary

453

(1)

Bridges to the Classroom

454

(1)

Bridges to Practice and Research

454

(1)

Continuing Your Professional Growth as an Effective and Influential Literacy Teacher

455

(24)

Processes of Professional Development

458

(6)

A Model of Change

458

(1)

Five Factors in the Acceptance of Change

459

(1)

Links between Change and Teacher Characteristics and Beliefs

459

(3)

Research on Novice and Expert Teachers

462

(1)

Developing a Personal Teaching Style and Teaching Metaphors

462

(2)

Your Personal and Professional Support Network

464

(7)

Influential and Effective Teachers in Your Past

465

(1)

Your Background Knowledge and Skills

465

(1)

Effective Peer and Mentor Teachers

466

(1)

School Administrators and Staff

466

(2)

Your Students' Parents

468

(2)

Your School's Community

470

(1)

Professional Connections for Reading and Writing Teachers

471

(3)

Staff Development in Your School District

471

(1)

Professional Organizations for Teachers

471

(2)

Internet Resources for Teachers

473

(1)

Continuing Education for Teachers

473

(1)

The Role of Professional Reflection

474

(3)

Chapter Summary

477

(1)

Bridges to the Classroom

478

(1)

Bridges to Practice and Research

478

(1)

Appendix A: Newbery Medal Books

479

(7)

Appendix B: Caldecott Medal Books

486

(7)

General References

493

(34)

Children's References

527

(11)

Name Index

538

(54115)

Subject Index

54653

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Teaching Children to Read and Write : Becoming an Effective Literacy Teacher

Summary

Author Biography

Table of Contents

Supplemental Materials