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Diagnostic Teaching of Reading : Techniques for Instruction and Assessment

ISBN: 9780131126466 | 0131126466
Edition: 5th
Format: Paperback
Publisher: Prentice Hall
Pub. Date: 1/1/2004

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SummaryTable of Contents
For Reading, Assessment/Diagnosis, or Remediation courses. For future teachers of reading, this practical volume provides diagnostic information accompanied by explicit procedures for more than seventy instructional techniques drawn from multiple perspectives and applicable for use with all young learners. The text is constructed in two parts: Part One explains the diagnostic teaching process; Part Two delineates the instructional techniques. Each technique's presentation includes a description, step-by-step procedures, and detailed information on how and why to use it. The emphasis throughout is on encouraging teachers to continually reflect on their instructional practices and to tailor their instruction to the strengths and needs of the children they teach.
Part One The Process of Diagnostic Teaching of Reading1(206)
Ways to Use These Chapters
2(1)
1 What Is Diagnostic Teaching?
3... MORE
Active Reading
5(3)
Problem Readers
8(1)
Instructional Process
9(2)
Assessment Process
11(1)
Diagnostic Teaching Process
12(1)
Summary
13(2)
2 The Reading Event
15(21)
Task
15(4)
Text
19(4)
Reader
23(4)
Technique
27(3)
Context
30(5)
Summary
35(1)
3 Roles of Diagnostic Teachers
36(19)
Reflecting
38(2)
Planning
40(3)
Guideline #1: Focus on the Whole Ad of Reading
40(1)
Guideline #2: Emphasize Success
41(2)
Mediating
43(4)
Guideline #3: Encourage Active Reading
43(2)
Guideline #4: Assess During instruction
45(2)
Enabling
47(4)
Guideline #5: Build independence
47(2)
Guideline #6: Develop a Concept of Self as Reader
49(2)
Responding
51(3)
Guideline #7: Be Sensitive to Individual Differences
51(2)
Guideline #8: Foster a Reality-Based Approach to Instruction
53(1)
Summary
54(1)
4 The Diagnostic Teaching Session: An Overview
55(15)
Premises
56(1)
Familiar Text Time (FTT)
57(1)
Continuous Diagnostic Assessment (CDA)
58(2)
Conducting Assessment Prior to Reading for Guided Reading Approaches
58(1)
Conducting Assessment After Reading for Supportive/Shared Reading Approaches
59(1)
Guided Contextual Reading (GCR)
60(2)
Strategy and Skill Instruction (SAS)
62(4)
Task Analysis
63(1)
Strategy Instruction
63(1)
Self-Assessment
64(2)
Personalized Reading and Writing (PRW)
66(2)
Summary
68(2)
5 Gathering Diagnostic Data
70(29)
Identifying the Major Presenting Problem
72(1)
Establishing the Level of Student Performance
73(6)
Categories of Performance
73(1)
Scoring the Informal Reading inventory
74(1)
Establishing Instructional Level
74(2)
Adding a Fluency Rating
76(2)
Analyzing the Results from the Informal Reading inventory
78(1)
Further Assessments
79(1)
Stages of Reading Development
80(18)
Stage One
81(4)
Stage Two
85(6)
Stage Three
91(2)
Stage Four
93(2)
Stage Five
95(3)
Summary
98(1)
6 Formulating Diagnostic Hypotheses
99(27)
Reflecting on Print and Meaning Processing
99(2)
Analyzing Oral Reading
101(9)
Premises
101(2)
Diagnostic Questions
103(7)
Analyzing Silent Reading
110(9)
Premises
111(1)
Diagnostic Questions
112(7)
Reflecting on the Reading Event
119(4)
The Task
119(1)
The Text
120(1)
The Reader
120(3)
The Context
123(1)
Summary
123(1)
Formulating Hypotheses for Jenny
123(2)
Reviewing the Steps
125(1)
7 Assessment Using Diagnostic Lessons
126(14)
Establishing Mediated Reading Level
126(4)
Procedures for Diagnostic Lessons
130(7)
Diagnostic Lesson Using Baseline Data
130(6)
Diagnostic Lessons Using After Instruction Assessments Only
136(1)
Special Considerations
137(2)
Summary
139(1)
8 Assessment Using Portfolios
140(14)
Procedures for Portfolios
141(5)
Selecting Artifacts
141(2)
Reflecting
143(2)
Demonstrating Reflections
145(1)
Using Portfolios
146(7)
Specifying Goals
146(1)
Evaluating Growth Over Time
147(1)
Comparing Reading Strategies Among Reading Tasks
148(1)
Self Assessment
149(2)
Summarizing (Cumulative Evaluation)
151(2)
Summary
153(1)
9 Selecting Materials
154(12)
Basic Types of Materials
155(3)
Basal Readers
155(1)
Chapter Books
155(1)
Focused Lessons Books
156(1)
High-Interest, Low-Readability Books
156(1)
Picture Trade Books
156(1)
Poetry Anthologies
156(1)
Predictable Books
157(1)
Series Books
157(1)
Technological Materials
157(1)
Textbooks
158(1)
Selecting Material for a Particular Reader
158(6)
Matching the Text to the Reader
158(2)
Evaluating the Text
160(4)
More to Consider When Selecting Material
164(1)
Interest
164(1)
Choice
164(1)
Background Knowledge of the Reader
165(1)
Length of the Book
165(1)
Summary
165(1)
10 Selecting Techniques
166(41)
Classifying Techniques for Guided Contextual Reading
168(7)
Classifying Techniques by Instructional Framework
169(1)
Classifying Techniques by Type of Text
169(3)
Classifying Techniques by Mode of Response
172(3)
Classifying Techniques for Strategy and Skill Instruction
175(13)
Classifying Techniques by Reasoning Strategies
176(2)
Classifying Techniques by Reading Skills
178(10)
Classifying Techniques for Increased Specificity
188(17)
Classifying Techniques by Sources of Information
188(5)
Classifying Techniques by Type of Structure
193(5)
Classifying Techniques by Strengths in Cognitive Processing
198(7)
Summary
205(6)
Putting the Parts Together for Jenny
205(1)
Reviewing Technique Selection
205(2)
Part Two The Instructional Techniques207(162)
The Information for Each Technique
207(3)
Ways to Use These Techniques
210(1)
Techniques (listed alphabetically)
Alternate Writing
211(2)
Analytic (Implicit) Phonics
213(2)
Chunking
215(2)
Cloze Instruction
217(2)
Collaborative Reading
219(2)
Concept-Oriented Reading Instruction
221(2)
Contextual Processing
223(2)
Direct Experience Approach
225(2)
Directed Reading Activity
227(2)
Directed Reading-Thinking Activity
229(2)
Echo Reading
231(2)
Experience-Text-Relationship
233(2)
Explicit Teaching
235(3)
Feature Analysis Grid
238(3)
Framed Rhyming Innovations
241(3)
Generative-Reciprocal Inference Procedure
244(2)
Graphic Organizers
246(2)
Group Investigation Approach
248(2)
Guided Reading
250(2)
Herringbone Technique
252(3)
Imagery Instruction
255(3)
Implicit Teaching
258(2)
Impress Method
260(2)
Journal Writing
262(2)
K-W-L
264(2)
Language Experience Approach
266(3)
Listening-Thinking Activity
269(2)
Literature Circles
271(2)
Making Words
273(2)
Making and Writing Words
275(3)
Metaphors
278(2)
Motor Imaging
280(2)
Multisensory Approaches
282(2)
Opinion-Proof Approaches
284(2)
Paired Reading
286(2)
Phonogram Approach
288(3)
Prediction Logs
291(2)
Prediction Maps
293(3)
Question-Answer Relationships
296(3)
Question-Generation Strategy
299(2)
Readers Theater
301(2)
Reciprocal Teaching
303(2)
Repeated Readings
305(2)
Reguest
307(2)
Retelling
309(2)
Retrospective Miscue Analysis
311(2)
Say Something
313(2)
Sentence Combining
315(2)
Shared Reading Approach
317(2)
Sight Word Approach
319(3)
Sound Boxes
322(2)
SQ3R
324(2)
Story Drama
326(2)
Story Mapping
328(3)
Story Writing Approach
331(2)
Strategy Instruction
333(2)
Summary Experience Approach
335(2)
Summarization
337(2)
Sustained Silent Reading
339(2)
Synthetic (Explicit) Phonics
341(2)
Talking Books
343(2)
Thematic Experience Approach
345(2)
Think-Aloud Approach
347(3)
Triple Read Outline
350(3)
Visualization
353(2)
Vocabulary Self Collection Strategy
355(2)
Webbing
357(3)
Word Analogy Strategy
360(2)
Word Probe Strategy
362(2)
Word Sorts
364(2)
Word Walls
366(3)
Epilogue369(2)
Some Points for Assessment
369(1)
Some Final Points on Instruction
369(2)
Appendix A Administering an Informal Reading Assessment371(6)
Appendix B Computer Programs377(2)
Appendix C Predictable Book List379(4)
Appendix D High Interest Series Books383(1)
Glossary384(5)
Bibliography389(6)
Index395

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