Principles and Practices of Teaching Reading

, by William H. Rupley; Timothy R. Blair; Arthur W. Heilman

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ISBN: 9780023530012 | 0023530014
Cover: Hardcover
Copyright: 9/1/1993

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Supplemental Materials

Foundations of Literacy Instruction	p. 2
Principles of Reading Instruction	p. 4
A Message to Teachers-in-Training	p. 6
The Reading Process	p. 6
Underlying Theories	p. 9
What Constitutes a Balanced Literacy Program?	p. 10
What Are the Stages of Reading Development?	p. 12
Principles of Reading Instruction	p. 13
Summary	p. 24
Bibliography	p. 26
Teacher Effectiveness in a Balanced Literacy Program	p. 30
Historical Overview	p. 32
Major Efforts: Converging Evidence	p. 32
Characteristics of Effective Literacy Instruction	p. 34
Assessing Students' Reading	p. 35
Explicit/Direct Instruction	p. 37
Opportunity to Learn	p. 41
Attention to Learning Tasks	p. 43
Teacher Expectations	p. 47
Classroom Management	p. 49
Decision Making in Reading Instruction	p. 49
Summary	p. 52
Bibliography	p. 53
Language: The Key to Literacy	p. 56
Language and Reading and Writing	p. 58
Recognizing Words	p. 58
Constructing Meaning	p. 59
Oral Language and Reading	p. 59
Balanced Reading Instruction That Builds on Oral Language	p. 60
Contextualized Language	p. 60
Structure of Language	p. 63
Terms Associated with Phonology	p. 63
Terms Associated with Meaning Features of Language	p. 63
Terms Associated with Structural Features of Language	p. 63
Language Variations	p. 64
Culturally and Linguistically Diverse Learners	p. 64
The Reading and Writing Connection	p. 65
Interactive Features of Reading and Writing in Constructing Meaning	p. 69
Considerations for a Language-rich Classroom Environment	p. 73
Classroom Centers	p. 75
Reading Activities and Instructional Opportunities in a Language-rich Environment	p. 77
Writing Activities and Instructional Opportunities in a Language-rich Environment	p. 80
Summary	p. 86
Bibliography	p. 87
Emergent Literacy	p. 90
The Concept of Emergent Literacy	p. 93
Characteristics of Emergent Literacy	p. 93
Variations in Children's Literacy Experiences	p. 94
Acquiring Concepts About Print: Home-School Connections	p. 95
Environmental Print	p. 98
Art and Play Activities	p. 99
Print Concepts Associated with Decontextualized Language	p. 100
Print Is Meaningful	p. 101
Language Used to Talk About and Teach Literacy	p. 101
Phonemic Awareness	p. 102
Instructional Features of Early Literacy and Beginning Literacy Programs	p. 104
Language-Based Reading and Writing Instruction	p. 105
Play and Learning Centers	p. 106
Reading and Writing Centers	p. 107
Thematic Units for Writing and Reading Activities	p. 108
Literature, Book, and Writing Activities	p. 110
Poetry in the Literacy Program	p. 115
Reading Aloud and Telling Stories	p. 118
Explicit/Direct Instructional Activities	p. 120
Guided Reading	p. 120
Listening Capabilities	p. 122
Visual Discrimination	p. 124
Phonemic Awareness	p. 125
Visual and Auditory Integration	p. 126
Phonics	p. 127
Building Background Knowledge and Fostering Reading Comprehension	p. 132
Assessing Emergent Literacy	p. 134
Information from Parents	p. 136
Observing Children's Literacy Behaviors	p. 136
Classification Scheme for Assessment of Emergent Reading and Writing	p. 140
Language-Based Assessment Techniques	p. 140
Using Assessment Information	p. 141
Summary	p. 142
Bibliography	p. 143
Teaching Students to Become Strategic Readers	p. 146
Word Identification	p. 148
Word-Identification Strategies	p. 150
Integration in Authentic Reading Situations	p. 151
Five Major Instructional Tasks	p. 152
Sight Vocabulary	p. 154
Names	p. 156
Picture Dictionaries	p. 158
Reporters' Questions	p. 159
Position Words	p. 160
Words Often Confused	p. 161
Scrambled Sentences	p. 162
Classification	p. 162
Phonics	p. 163
Importance of Phonic Instruction	p. 163
Tasks in Phonics	p. 165
Phonic Instruction	p. 167
Teaching Methods	p. 168
Explicit/Direct Teaching of Phonics	p. 169
Word Sorts	p. 185
Developing Fluency	p. 186
Practical Techniques for Developing Automaticity or Fluency	p. 187
Repeated Readings	p. 187
Phrase Reading	p. 187
Readers Theatre	p. 188
Structural Analysis	p. 188
Inflectional Endings	p. 190
Prefixes and Suffixes	p. 193
Compound Words	p. 194
Contextual Analysis	p. 196
Syntactic Clues	p. 198
Semantic Clues	p. 198
Contextual-Analysis Instruction	p. 199
Dictionary Instruction	p. 200
Summary	p. 202
Bibliography	p. 204
Meaning Vocabulary	p. 206
Vocabulary Knowledge and Reading	p. 208
Language Development and Word Meanings	p. 208
Vocabulary Growth	p. 209
Vocabulary and Concept Development	p. 210
Explicit Vocabulary Instruction	p. 210
Concept Wheel/Circle	p. 211
Semantic Mapping	p. 212
Concept of Definition	p. 214
Webbing	p. 216
Semantic-Features Analysis	p. 218
Teaching Relationships Among Words	p. 219
Word-Association Vocabulary Instruction	p. 221
Contextual Approaches	p. 225
Modeling Application/Contribution of Context to Word Meaning	p. 226
Different Meanings for the Same Word	p. 228
Homonyms	p. 230
Language-Based Approaches	p. 231
Independent Reading Programs	p. 231
Poetry Writing	p. 232
Writing: Journals, Diaries, and Response Journals	p. 235
Student-Compiled Dictionaries	p. 236
Summary	p. 241
Bibliography	p. 243
Comprehension	p. 244
Conceptualizations of Reading Comprehension	p. 246
The Interactive View	p. 246
Schema Theory	p. 247
What to Teach	p. 253
Determining Importance	p. 253
Summarizing Information	p. 254
Drawing Inferences	p. 254
Generating Questions	p. 254
Monitoring Comprehension	p. 254
Questioning Strategies to Promote Comprehension and Understanding	p. 255
Literal Questions	p. 255
Inferential Questions	p. 256
Helping Students Develop Comprehension Strategies (Question-and-Answer Relationships)	p. 257
Teacher Responses/Wait-Time	p. 259
Explicit/Direct Comprehension Instruction	p. 261
Rethinking Explicit/Direct Instruction	p. 261
Modeling	p. 261
Scaffolding	p. 264
Effective Explicit/Direct Comprehension Instruction Guidelines	p. 264
Example of Explicit/Direct Comprehension Instruction	p. 265
Determining What Is Important	p. 266
Modifying Explicit/Direct Reading Instructional Activities	p. 267
Anticipation Guides	p. 269
Developing Fluency	p. 269
Story Schema	p. 272
Setting	p. 272
Theme	p. 273
Plot	p. 273
Resolution	p. 273
Guidelines for Teaching Story Structure	p. 274
Story Mapping	p. 275
Visual Displays of Texts	p. 275
Discussion Webs	p. 275
Reciprocal Teaching	p. 278
Literature Circles	p. 280
Oral Language, Readers' Theater, and Visual Arts	p. 281
Oral-Language Interactions	p. 281
Readers' Theater	p. 281
Visual Arts	p. 283
The Reading and Writing Connection	p. 283
Probable Passages	p. 283
Thinking and Writing About What Students Read	p. 284
Developing the Reader-Writer Relationship	p. 287
Comprehension Activities	p. 288
Summary	p. 293
Bibliography	p. 294
Implementing a Literacy Program	p. 298
Instructional Approaches for Teaching Literacy	p. 300
Knowing Multiple Ways to Teach for a Balanced Approach	p. 302
Background Knowledge	p. 302
Basal Readers	p. 302
Design and Content	p. 305
Advantages of Basal Series	p. 307
Today's Newer Basals	p. 308
Teacher's Editions	p. 310
Practice Materials	p. 310
Guided Reading	p. 312
Guided Reading Plan	p. 313
A Critical View	p. 314
Going Beyond the Basal	p. 352
Instructional Procedures	p. 355
The Language-Experience Approach (LEA)	p. 355
Features of the LEA	p. 358
Expansions and Variations of the Language-Experience Approach	p. 360
Use of Technology in Literacy Instruction	p. 363
Software Programs	p. 365
Computer-Based Multimedia	p. 368
Software Evaluation	p. 370
Instructional Principles	p. 372
Summary	p. 372
Bibliography	p. 375
Literature-Based Reading Programs	p. 378
Literature-Based Reading Programs	p. 380
The Literature and Reading Connection	p. 381
Selecting Literature	p. 383
Sources	p. 383
Evaluation Criteria	p. 384
Developing Literary Enjoyment and Appreciation	p. 388
Oral Reading to Students	p. 388
Recreational-Reading Groups	p. 390
Reader Response Groups	p. 392
Developing Reading Skills Through Literature	p. 393
Using Predictable Books	p. 393
Increasing Vocabulary Knowledge Through Literature	p. 394
Semantic Mapping and Vocabulary Development	p. 396
Developing Understanding of Literary Elements	p. 396
Semantic Mapping	p. 397
Plot Structures	p. 400
Modeling Literary Analysis	p. 401
Summary	p. 407
Bibliography	p. 408
Content-Area Reading	p. 412
Major Goals and Trends in Content Reading	p. 414
Content-Oriented Literature	p. 414
Integrating Writing in the Content Areas	p. 414
Integrating Comprehension Strategies	p. 415
Primary-Grade Emphasis	p. 416
Expository Text	p. 416
Organizational Structures	p. 418
Readability	p. 418
Components of Content Reading	p. 422
Vocabulary Development	p. 423
Studying Strategies	p. 426
Reading and Study Skills	p. 433
Collecting, Analyzing, and Criticizing Data	p. 437
Summary	p. 444
Bibliography	p. 446
Literacy Assessment	p. 448
Meeting Individual Needs	p. 450
Differentiated Instruction	p. 450
Forms of Assessment	p. 451
Standardized Tests	p. 451
Typical Features	p. 452
Norm-Referenced Tests	p. 453
Criterion-Referenced Tests	p. 455
Diagnostic Tests	p. 455
Cautions About Standardized Tests	p. 456
Informal Assessment	p. 456
Teacher Observation/Kid Watching	p. 458
Assessment Materials That Accompany Published Reading Materials	p. 458
Informal Reading Inventories	p. 461
Running Records	p. 466
Cloze Procedure	p. 474
Authentic Assessment/Performance-Based Assessment	p. 476
Rubrics	p. 480
Anecdotal Records	p. 481
Response Journals	p. 482
Portfolios	p. 487
Summary	p. 490
Bibliography	p. 492
Classroom Management and Organization	p. 494
The Importance of Classroom Management	p. 496
Preventative Classroom Management	p. 496
Grouping for Instruction	p. 499
Large Groups	p. 500
Small Groups	p. 500
Paired/Peer Groups	p. 501
Skill Groups	p. 502
Interest Groups	p. 502
Research Groups	p. 502
Cooperative Groups	p. 502
Ability Groups	p. 505
Organizing a Class for Instruction	p. 508
Alternative Management Approaches	p. 510
The Ungraded School	p. 510
The Integrated Unit	p. 512
Individualized Reading	p. 517
Practices	p. 517
Problems	p. 519
Applications	p. 523
Summary	p. 523
Bibliography	p. 525
Focus on All Learners	p. 528
Accepting Difference	p. 530
Cultural and Linguistic Diversity	p. 530
Early Reading Approaches for Culturally and Linguistically Diverse Students	p. 531
Academic Early Reading Intervention	p. 532
Approaches to Teaching Reading and Writing to Culturally and Linguistically Diverse Students	p. 536
The Language-Experience Approach	p. 537
An Integrated Language Approach	p. 538
The Literature-Based Reading Approach: Integrating Multiethnic Literature	p. 541
The Oral Reading Approach	p. 547
The Basal Reader Approach	p. 549
The Dual-Language Reading Approach	p. 550
Expanding and Developing Meaning Vocabulary	p. 550
Special Students	p. 551
Mainstreaming	p. 551
Inclusion	p. 553
The Individualized Education Plan	p. 555
Attention-Deficit Hyperactivity Disorder	p. 560
Gifted Students	p. 563
Summary	p. 566
Bibliography	p. 568
Appendix	p. 571
Glossary	p. 581
Index	p. 585
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Principles and Practices of Teaching Reading

Table of Contents

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