What Successful Literacy Teachers Do : 70 Research-Based Strategies for Teachers, Reading Coaches, and Instructional Planners
, by Neal A. Glasgow
- ISBN: 9781412916158 | 1412916151
- Cover: Paperback
- Copyright: 4/26/2007
Presents easy-to-implement literacy strategies covering phonics, phonemics, and decoding; vocabulary, spelling, and word study; fluency, comprehension, and assessment; and technology, special learners, and family literacy.
| Foreword | p. xi |
| Preface | p. xiii |
| Acknowledgments | p. xiv |
| About the Authors | p. xvi |
| Introduction | p. xvii |
| The Very Complex and Often Controversial History, Philosophy, and Theory of Reading and Literacy | p. 1 |
| Phonics, Phonemics, and Decoding | p. 11 |
| "Sound it out" Coach word recognition in beginning reading | p. 11 |
| Teach phonemic awareness and phonics in the classroom and at home | p. 12 |
| Use decoding to improve word identification problems and improve fluency | p. 14 |
| Use drama rhymes to teach reading | p. 15 |
| Consider visual-syntactic text formatting for digital text as a technique for increased academic achievement and long-term reading proficiency | p. 16 |
| Vocabulary, Spelling, and Word Study | p. 19 |
| Revisit and reconsider the role that vocabulary instruction plays in comprehension and reading motivation | p. 19 |
| Use teacher "read-alouds" as an effective practice for enhancing two of the critical components of reading instruction | p. 22 |
| Use semantic impressions to teach vocabulary | p. 23 |
| Use word expert cards to teach vocabulary | p. 25 |
| Whether you develop your own word-study/spelling approach or teach with a published program of some type, you need to match the specific system with the developmental stages of the learners | p. 26 |
| Fluency | p. 28 |
| With the right strategies, reading fluency can be improved in middle and high school classrooms | p. 28 |
| Let learners read as much as possible | p. 30 |
| We are all reading teachers and we should act as reading role models | p. 31 |
| Keep in mind the three key elements of reading fluency: accuracy in word decoding, automaticity in recognizing words, and the use of meaningful oral expression and learn how to address them within instruction | p. 32 |
| Comprehension | p. 35 |
| Try a "thinking out loud strategy" to help reveal children's thought processes as they try to make sense of text | p. 35 |
| Use information trade book retellings to improve student comprehension of expository text structures | p. 39 |
| Explore these three ways to get students to interact with the text in reading classes: summarize, share insights, and question | p. 41 |
| Use drama techniques such as drawing, interviewing, and story theater in the class to help students interact with the text | p. 42 |
| Allow students to choose what they want to read | p. 44 |
| Use paraphrasing to promote reading comprehension | p. 45 |
| Develop critical thinking and reasoning ability through the use of fiction and nonfiction books in the content areas | p. 47 |
| Use talk as a strategy in the reading class | p. 49 |
| Use scaffolding to improve reading comprehension | p. 51 |
| Teach young children "radical change" characteristics in picture books | p. 52 |
| Interventions for Struggling and At-Risk Readers | p. 54 |
| Don't wait for formal testing to begin interventions for students with reading disabilities | p. 54 |
| Use early literacy intervention strategies to facilitate appropriate student behavior | p. 56 |
| Consider consulting with the speech pathologists to create a multifaceted approach to build students' vocabulary and assist them in reading comprehension | p. 57 |
| Consider peer tutoring, especially cross-age tutoring, as an appropriate intervention for students whose struggle to read continues to be significantly below grade level | p. 59 |
| Make it routine practice to foster self-efficacy and motivation in your young readers | p. 62 |
| Remember deficits in reading ability are often associated with a complex range of issues beyond academic achievement, such as lack of motivation, poor self-esteem, and difficult social settings | p. 65 |
| Examine the effects of reading interventions on social outcomes for struggling elementary school readers | p. 68 |
| Be patient with "slower learners" who require more reading practice than other students | p. 71 |
| Create a partnership between general education teachers and special educators using a shared classroom literacy program | p. 73 |
| Help for English-Language Learners | p. 75 |
| Explore the definition of literacy and the complexity of the term when applied to bilingual and bicultural students | p. 75 |
| In multicultural classrooms, reflect on the literacy instructional practices of the countries your students come from and how these practices affect their performance in U.S. schools | p. 78 |
| Consider the variety of elements that support literacy intervention for young English-language learners | p. 81 |
| Don't forget visual texts or "reading pictures," either literary or factual, can be a powerful medium for learning and can assist L2 learners' literacy development | p. 82 |
| Use learners' native languages in literacy instruction | p. 86 |
| For second-language learners, teach reading before testing it | p. 87 |
| Use similarities between Spanish and English to facilitate spelling instruction | p. 88 |
| Literacy Instruction and Assessment Across the Curriculum | p. 90 |
| When grading a student's writing, consider what the student is able to do well before noting what needs improvement | p. 90 |
| Consider the use of open-book tests to promote and encourage the assigned textbook reading and the skills required to quickly find and utilize information | p. 92 |
| Move beyond the simplistic notion of a "balanced approach to literacy instruction" and explore more fully what it means to be a literate person and how we can help students | p. 94 |
| Reexamine the nature and notion of "content literacy" and how it is reflected in your professional approach to literacy-related content activities in your classroom | p. 99 |
| As a content teacher, learn to carefully select literacy instructional design principles that have been documented to improve comprehension of specific content, skills, and higher-order thinking | p. 102 |
| Consider popular song lyrics as a "prereading" vehicle to help create a motivating context for more specific subject matter concepts | p. 106 |
| Literacy and Instructional Materials | p. 108 |
| Use your school hallways and other public areas at school to display the use of a variety of literacies as they provide insights into how literacy is practiced and valued (or devalued) in schools | p. 108 |
| Help young boys make a positive and compatible connection between their masculinity and success as readers | p. 111 |
| Include multicultural works when developing a quality English curriculum | p. 113 |
| Take a look at one of the best resources for recommended literature available, the "Recommended Literature: Kindergarten Through Grade Twelve" on the California Department of Education's Web site | p. 116 |
| Use folk literature in the reading class | p. 118 |
| Let children read and write great poetry | p. 119 |
| Use nonfiction readings in the primary grades | p. 121 |
| Family and Community Literacy | p. 123 |
| Utilize a variety of print materials to inspire student reading and writing | p. 123 |
| Encourage use of libraries to provide a more inclusive literature collection for sexual minorities | p. 125 |
| Reflect on the complex issues surrounding school literature selection for bilingual and bicultural students | p. 126 |
| Find the "out-of-classroom" forces that shape reading habits and reading choices of young people to better develop their personal reading interests | p. 128 |
| Don't overlook the obvious, the public library and the library card, as motivating factors within your literacy strategies | p. 130 |
| Literacy programs work best by involving the whole family | p. 133 |
| Explore ways parents can help their children read at home | p. 135 |
| Make children aware of community library literacy programs | p. 136 |
| Rather than imposing a school literacy curriculum on parents, consider listening to the parents' voices about a shared curriculum | p. 137 |
| Become an advocate for improved home literacy environments (HLE) for all students, especially for preschool and K-3 students | p. 139 |
| Literacy, Technology, and the Internet | p. 141 |
| Optimize the purchase and use of word-processing spell-checker programs to better serve the needs of students with learning disabilities | p. 141 |
| Become just as familiar with literacy-useful software as you are with your students' favorite literature | p. 143 |
| Look to children's "out-of-school" uses of the Internet for instructional reading strategies for the classroom | p. 145 |
| For children with reading difficulties, text-to-speech software offers some of the benefits of shared reading | p. 150 |
| Use the Internet to improve reading comprehension | p. 154 |
| Use electronic pen pals (ePALS) to have students communicate with people and sites beyond the classroom | p. 155 |
| Use CD-ROM storybooks with early readers | p. 157 |
| Index | p. 159 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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