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Strategies for Reading Assessment and Instruction: Helping Every Child Succeed (with MyEducatio...

ISBN: 9780131721456 | 0131721453
Edition: 4th
Format: Package
Publisher: Prentice Hall
Pub. Date: 1/1/2011

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SummaryTable of ContentsAuthor Biography
The third edition of "Strategies for Reading Assessment and Instruction" provides a wealth of complementary and practical ideas for teachers who need to assess and address students' reading achievement. Each of the strategy-driven chapters moves from a set of theory-informed assessment tools to intervention strategies that will address students' reading needs. The indispensable IF-THEN charts present these strategies in an instantly applicable manner. Readers diagnose the specific problem their students are having, then immediately discover whi... MORE
Section I FOCUS ON COMPREHENSIVE READING INSTRUCTION
No Child Left Behind: Comprehensive Reading Instruction
1(22)
The Reading Wars: A Time of Turmoil in Readin... MORE
2(2)
Balanced Reading Instruction: Attempted Compromise, Confused Message
4(1)
The Advent of Comprehensive Reading Instruction
5(1)
What Is a Comprehensive Reading Program?
6(5)
The Milestones of Reading Development: Knowing Which Skills to Teach and When
11(5)
End-of-Year Reading Benchmark Skills
16(4)
An Invitation . . .
20(1)
Selected References
20(3)
Classroom Reading Assessment
23(26)
Learning Fundamentals
24(2)
Principles of Classroom Reading Assessment
26(1)
Finding Out What Kids Can Do: Basic Assessment Strategies
27(13)
Observation and Collection Strategies
40(7)
Only the Beginning
47(1)
Selected References
47(2)
Understanding Reading Instruction
49(38)
Reading to, with, and by Children
49(1)
Reading to Children
50(8)
Reading with Children
58(15)
Reading by Children
73(7)
In Conclusion
80(1)
Selected References
80(7)
Section II ORGANIZING FOR INSTRUCTION
Organizing for Effective Comprehensive Reading Instruction
87(22)
Preparing and Organizing an Effective Literacy Environment in the Classroom
87(12)
Scheduling Classroom Reading Instruction: The Five-Block Reading/Writing Essentials Model
99(6)
Small-Group Differentiated Reading Instruction/Collaborative and Independent Reading and Writing Practice (60 Minutes)
105(1)
Selected References
106(3)
Section III ASSESSMENT AND INTERVENTION STRATEGIES
Oral Language Assessment and Development
109(40)
Background Briefing for Teachers
109(7)
Assessing Oral Language Development
116(15)
Teaching Strategies for Developing Oral Language
131(14)
Adapting Instruction for Those Who Struggle
145(1)
Selected References
145(4)
Children's Concepts About Print
149(30)
Background Briefing for Teachers
150(1)
What Are the Concepts About Print?
151(2)
Assessing Children's Concepts About Print
153(6)
If Then Thinking: Connecting Assessment Findings to Teaching Strategies
159(1)
Instructional Interventions and Strategies: Helping Every Student Learn Concepts About Print
159(15)
Additional Strategies for English-Language Learners
174(1)
Including All Students
175(2)
Selected References
177(2)
Phonemic Awareness and Alphabetic Principle
179(26)
Background Briefing for Teachers
179(2)
Assessing Students' Understanding of Phonemic Awareness and the Alphabetic Principle
181(1)
Assessment Category I: Assessing Phonemic Awareness
181(7)
Assessment Category II: Assessing Letter Knowledge
188(1)
Assessment Category III: Assessing Alphabetic Principle Knowledge
189(2)
Intervention Category I: Strategies for Teaching Phonemic Awareness
191(7)
Intervention Category II: Strategy for Learning About Letters
198(2)
Intervention Category III: Teaching the Alphabetic System
200(1)
Additional Strategies for English-Language Learners
201(1)
Selected References
202(3)
Phonics and Word Attack Skills
205(32)
Background Briefing for Teachers
205(8)
When to Teach Specific Phonics and Other Word Attack Skills: The Scope of Instruction
213(1)
What Does a Good Phonics and Word Attack Program Look Like?
213(2)
Assessing Phonics and Word Attack Knowledge
215(6)
Teaching Strategies: Helping Students Increase Phonics and Word Attack Knowledge
221(12)
Selected References
233(4)
Teaching and Assessing Vocabulary Development
237(28)
Background Briefing for Teachers
238(4)
Assessing Vocabulary Knowledge
242(2)
Connecting Assessment Findings to Teaching Strategies
244(2)
Teaching Strategies: Helping Students Increase Their Reading Vocabularies
246(17)
Selected References
263(2)
Reading Comprehension: Focus on the Reader
265(48)
Background Briefing for Teachers
266(1)
The Reader
266(1)
The Influence of Readers' Prior Knowledge and Experience on Reading Comprehension
267(2)
The Influence of Readers' Motivations, Sociocultural Contexts, and Strategies on Reading Comprehension
269(2)
Assessing Factors Within the Reader That Influence Reading Comprehension
271(1)
Assessing Readers' Prior Knowledge
271(2)
Assessing Readers' Use of Comprehension Strategies
273(6)
Assessing Readers' Social Collaborations in Reading Comprehension
279(3)
Assessing Student Motivation for Reading
282(11)
Connecting Assessment Findings to Teaching Strategies
293(1)
Instructional Interventions and Strategies: Helping the Reader Improve Reading Comprehension
293(3)
Strategies to Activate and Build Students' Prior or Background Knowledge
296(3)
Cooperative or Collaborative Strategies to Increase Student Interaction and Motivation
299(2)
Cognitive Comprehension Strategies to Increase Students' Reading Comprehension
301(8)
Adapting Strategy Instruction for Those Who Struggle
309(1)
Selected References
310(3)
Reading Comprehension: Focus on the Text
313(40)
Background Briefing for Teachers
313(4)
Assessing Students' Knowledge of Text Features and Structure: Narrative and Expository Text
317(12)
Connecting Assessment Findings to Teaching Strategies
329(1)
Text Comprehension Instructional Strategies: A Focus on Narrative Text
329(10)
Text Comprehension Instructional Strategies: A Focus on Expository Text
339(10)
Selected References
349(4)
Developing Research and Reference Skills
353(26)
Background Briefing for Teachers
353(1)
Assessing Student Knowledge of Research and Reference Skills
354(4)
Connecting Assessment Findings to Teaching Strategies
358(1)
Teaching Students Research and Reference Skills
358(19)
Selected References
377(2)
Writing and Reading
379(28)
Background Briefing for Teachers: Writing Connections to Reading
380(1)
Assessing Writing Development
380(3)
Other Activities for Assessing Reading-Writing Connections
383(5)
Connecting Assessment Findings to Teaching Strategies
388(1)
Teaching Strategies
388(11)
Writing Connections With Books: Drawing Students Closer
399(3)
Book Making and Publishing Activities
402(2)
Selected References
404(3)
Reading Fluency
407(30)
Background Briefing for Teachers
408(1)
What Is Fluency?
408(3)
Assessing Children's Reading Fluency
411(7)
Connecting Assessment Findings to Teaching Strategies
418(1)
Developing Reading Fluency for All Children
418(13)
Including All Students
431(1)
Additional Strategies for English-Language Learners
431(1)
Selected References
432(5)
Engaging in Literature Response
437(46)
Background Briefing for Teachers
437(3)
Assessing Readers' Responses to Literature
440(23)
Responding to Reading for All Children
463(1)
Connecting Assessment Findings to Teaching Strategies
463(12)
Additional Strategies for English-Language Learners
475(1)
Including All Students
476(3)
Selected References
479(4)
Section IV GOING BEYOND THE CLASSROOM WALLS
Getting Families Involved: Helping Parents to Help Their Children
483(20)
Background Briefing for Teachers
484(3)
Activities for Family and Community Involvement
487(2)
Part I: Providing Strategies for Parents
489(8)
Part II: Community Involvement
497(4)
Selected References
501(2)
Appendix503(14)
Name Index517(6)
Subject Index523
Robert B. Cooter, Jr. is Professor of Urban Literacy & Reading Education in the Department of Instruction and Curriculum Leadership at The University of Memphis. D. Ray Reutzel is currently the Emma Eccles Jones Endowed Chair and Distinguished Professor of Early Childhood Education and Director of the Emma Eccles Jones Center for Early Childhood Education at Utah State University.

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