9780130113078

This book prepares teachers to shape the reading, writing and language skills of children in diverse classroom settings. With its focus on early literacy activities in home and school settings, this book offers thorough coverage that helps readers grasp literacy development as it occurs from emergent to advanced levels. Rooted in practicality, it presents methods that have been successful with children who have a wide spectrum of learning abilities as well as those with substantial learning challenges.Chapter topics include foundations of literacy; students with literacy difficulties; assessing literacy; enhancing emergent literacy, early literacy, transitional literacy, and advanced literacy skills; specialized approaches for literacy difficulties; enhancing literacy with students with moderate and severe disabilities; literacy and diversity; and families and literacy.For elementary school teachers of reading and language arts.

S. Jay Kuder, Ed-D. S. Jay Kuder holds a doctoral degree in applied psycholinguistics from Boston University, where he studied with Dr. Paula Menyuk. His research interests continue to be in the field of language and reading development and disorders. Dr. Kuder is currently the Interim Dean of the Graduate School at Rowan University. He was formerly the chairperson of the Department of Special Educational Services/ Instruction at Rowan.

Dr. Kuder is the author of a textbook entitled Teaching Students with Language and Communication Disabilities, published by Allyn and Bacon. His current research focuses on the literacy skips of children with mental retardation.

He is a member of the Council for Exceptional Children and the American Speech, Language, and Hearing Association and is a fellow of the American Association on Mental Retardation, where he has held various positions in the Communication Disorders subdivision.

Cindi Hasit, Ph.D. Cindi Hasit holds a doctoral degree in Language in Education and Educational Leadership from the University of Pennsylvania, where she studied with Dr. Morton Botel. Her research interests continue to be in the field of reading disabilities and appropriate assessments and instruction for at-risk learners. Dr. Hasit is currently the chairperson of the Department of Reading at Rowan University, and was Director of the Rowan University Reading Clinic.

Dr. Hasit is the author of several articles on reading development. Her current research focuses on classroom assessment of literacy behaviors.

She is a member of the International Reading Association, the College Reading Association, the National Council of Teachers of English, and the Association for Supervision and Curriculum Development.

Foundations of Literacy

2

(24)

In the Beginning

4

(1)

Thinking About Literacy

4

(1)

The Definition and the Basis of Literacy

5

(7)

The Child as Language Learner---Language Development

6

(1)

Stages of Language Development

7

(1)

Components of Language

8

(2)

The Child as Meaning Maker---Cognitive Development

10

(1)

The Child as a Social Being---Cultural Influences

11

(1)

Models of Reading---The Characteristics of Literacy

12

(4)

Top-Down Model

12

(1)

Bottom-Up Model

13

(1)

Interactive Models

14

(1)

Interactive-Compensatory Model

15

(1)

Commonality of Models---The Fluent Reader

16

(1)

The Development of Literacy

16

(4)

Emergent Literacy vs. Reading Readiness

17

(1)

Stages of Word Learning

18

(1)

Writing Development: Stages of Spelling Development

19

(1)

The Nurturing of Literacy Development: A Balanced Approach to Literacy

20

(3)

Summary

23

(1)

Linkages

23

(1)

On the Web

24

(1)

References

24

(2)

Literacy Difficulties

26

(32)

What Are Literacy Difficulties?

28

(2)

Reading Difficulties

30

(6)

Definition and Types

30

(6)

Identification of Students with Reading Difficulties

36

(1)

Language Difficulties

36

(4)

Definition, Prevalence, and Cause of Language Difficulties

37

(1)

Language and Reading Disabilities

38

(1)

Identification of Children with Language Difficulties

39

(1)

Writing Difficulties

40

(5)

Studies of Composition

41

(1)

Cognitive Processes and Writing

42

(1)

Spelling

42

(1)

Handwriting

43

(1)

Identification of Children with Writing Difficulties

44

(1)

Literacy Difficulties and Specific Disabilities

45

(3)

Learning Disabilities

46

(1)

Mental Retardation

47

(1)

Autism (Pervasive Developmental Disorder)

48

(2)

Hearing and Vision Impairments

49

(1)

Students with Emotional/Behavioral Difficulties

50

(1)

Summary

51

(1)

Linkages

51

(1)

On the Web

51

(1)

References

52

(6)

Assessment

58

(38)

A Framework and General Procedure for Assessment

60

(3)

Assessment of Learners' Literacy Development

63

(26)

Definitions and Characteristics of the Different Types of Assessment

63

(2)

Language Assessment

65

(7)

Reading Assessment

72

(3)

Beyond the Emergent Stage

75

(7)

Writing Assessment

82

(7)

Assessment of the Text

89

(2)

Readability

89

(2)

Assessment of the Learning Environment

91

(2)

Summary

93

(1)

Linkages

93

(1)

On the Web

93

(1)

References

94

(2)

Enhancing Emergent Literacy

96

(32)

Introduction: Emergent Literacy

98

(5)

Early Language Development

100

(1)

Early Reading and Writing Development

101

(2)

Families and Early Literacy

103

(6)

Families and Early Language Development

103

(2)

Families and Early Written Literacy Development

105

(4)

Enhancing Emergent Literacy in Early School Programs

109

(6)

Approaches to Early Literacy Development

110

(1)

Literacy-Based Classrooms

111

(3)

Phonological Training

114

(1)

Early Literacy and Children with Disabilities

115

(5)

Enhancing Language and Communication

115

(1)

Enhancing Literacy Skills

116

(4)

Technology and Emergent Literacy

120

(3)

CD-ROMs

121

(1)

Internet

122

(1)

Word Processing

122

(1)

Summary

123

(1)

Linkages

123

(1)

On the Web

124

(1)

References

124

(4)

Developing Literacy

128

(44)

Developing a Framework for Beginning to Read

130

(8)

The Standards Movement

131

(2)

Knowledge of Special Needs

133

(2)

Language Development in the Early School Years

135

(1)

Semantic Development

135

(1)

Syntactic Development

136

(1)

Pragmatic Development

136

(1)

Metalinguistic Awareness

136

(1)

Enhancing Language Skills

137

(1)

Improving Word Identification

138

(15)

Rationale for Teaching Word Recognition

138

(1)

Principles and Techniques for Teaching Word Recognition

139

(6)

Word Analysis

145

(1)

Phonic Elements

146

(1)

Principles and Techniques for Teaching Word Analysis

147

(6)

Using Literature as the Basis for Word Identification Instruction

153

(2)

Leveling of Books for Guided Reading

153

(2)

Independent Reading

155

(1)

Buddy Reading

155

(1)

Developing Comprehension

155

(2)

Preparing Students for Reading

156

(1)

Guiding Students Through the Reading

156

(1)

Extending the Reading

156

(1)

Learning to Write

157

(6)

Establishing a Writing Community

158

(2)

Spelling Development

160

(3)

Handwriting

163

(1)

Organizing the Classroom

163

(3)

Summary

166

(1)

Linkages

167

(1)

On the Web

167

(1)

References

168

(4)

Transitional Literacy

172

(36)

Comprehension

174

(13)

In the Classroom

175

(1)

Looking at Words

176

(11)

Use of Reference Materials

187

(1)

Developing Understanding Beyond the Words

187

(9)

Using Procedures to Introduce the Reading

188

(2)

Enhancing Comprehension Through Guidance of the Reading

190

(2)

Activities for Responding to the Reading

192

(2)

Procedures That Extend Through All Phases of the Reading

194

(1)

Increasing Motivation to Read

195

(1)

Using Writing to Learn

196

(6)

Writing Instruction

196

(2)

Procedures for Helping Children with Writing Difficulties

198

(1)

Spelling and Handwriting

199

(3)

Organizing the Classroom

202

(1)

Summary

202

(1)

Linkages

202

(1)

On the Web

203

(1)

References

203

(5)

Advanced Literacy Skills

208

(26)

Students' Voices

210

(1)

Introduction: Advanced Literacy Skills and Secondary Education

210

(1)

Advanced Language Skills

211

(4)

Syntax

212

(1)

Semantics

212

(2)

Pragmatics

214

(1)

Metalinguistics

214

(1)

Enhancing Advanced Language Skills

215

(1)

Advanced Reading Skills

215

(14)

Enhancing Word Identification and Vocabulary

216

(2)

Enhancing Comprehension

218

(5)

Collaborative Strategic Reading

223

(1)

Graphic Organizers

224

(2)

Using Technology

226

(1)

Advance Writing Skills

227

(2)

Summary

229

(1)

Linkages

229

(1)

On the Web

230

(1)

References

230

(4)

Specialized Approaches for Literacy Difficulties

234

(30)

Case Studies

236

(1)

Introduction: Why Specialized Programs?

237

(1)

Specialized Programs for Language Enhancement

237

(7)

Language for Learning Program

242

(1)

FastForWord

242

(2)

Specialized Programs to Enhance Writing

244

(4)

Specialized Techniques to Enhance Handwriting

245

(1)

Specialized Techniques to Enhance Spelling

246

(1)

Specialized Techniques to Enhance Written Expression

246

(1)

Writing-to-Read Program

247

(1)

Specialized Programs to Enhance Reading

248

(12)

Programs to Enhance Phonological Processing

248

(5)

Direct Instruction Programs

253

(1)

Preventing Reading Failure

254

(4)

Other Specialized Reading Programs

258

(2)

Summary

260

(1)

Linkages

260

(1)

On the Web

260

(1)

References

261

(3)

Enhancing Literacy with Students with Moderate and Severe Disabilities

264

(30)

Introduction

266

(1)

Rationale for Literacy Development

266

(1)

Enhancing Spoken Language Skills

267

(7)

Behavioral Approaches

268

(1)

Incidental Teaching

269

(2)

Picture Exchange Systems

271

(1)

Facilitated Communication

272

(1)

Augmentative and Alternative Communication

273

(1)

Enhancing Written Language Skills

274

(8)

Research on Written Language and Disability

274

(2)

Enhancing Emergent Written Language Skills

276

(6)

Support in Inclusive Classrooms

282

(3)

Using Technology

285

(4)

Summary

289

(1)

Linkages

289

(1)

On the Web

290

(1)

References

290

(4)

Literacy and Diversity

294

(26)

Introduction

296

(1)

Language Diversity

296

(4)

Cultural and Social Differences

296

(1)

Regional Differences

297

(2)

Bilingualism

299

(1)

Literacy and Children from Culturally Diverse Backgrounds

300

(8)

Literacy and Cultural Differences

300

(5)

Enhancing the Literacy Skills of Culturally Diverse Students

305

(3)

Literacy and Children from Diverse Language Backgrounds

308

(5)

Literacy and Language Differences

308

(2)

Enhancing the Literacy Skills of Students with Diverse Language Backgrounds

310

(3)

Students with Language and Cultural Differences and Special Needs

313

(3)

Enhancing the Literacy Skills of Students with Language and Cultural Differences and Special Needs

315

(1)

Summary

316

(1)

Linkages

316

(1)

On the Web

316

(1)

References

317

(3)

Working with Families to Enhance Literacy Skills

320

(27)

Activating Schema

322

(1)

The Importance of Family-School Partnerships

323

(1)

The Variety of Partnerships

324

(1)

The Literate Environment

324

(6)

Early Intervention Programs

325

(2)

Major Elements of Early Literacy Programs

327

(2)

Environmental Print

329

(1)

Early Intervention Programs for Children with Special Needs

330

(1)

Parent Involvement in the Schools

330

(4)

Parents as Curriculum Partners

331

(1)

The Community as Resources in the Classroom

332

(1)

Parents as Teachers at Home

333

(1)

Working with Parents at the Secondary Level

334

(1)

Communicating with Parents

334

(6)

Communicating About Literacy

334

(4)

Communicating with Parents of Children with Special Needs

338

(1)

The IEP Conference

339

(1)

Specific School Programs for Involving Families

340

(2)

Backpack Programs

340

(1)

Family Writing Programs

340

(1)

Reading Incentive Programs

340

(1)

Paired Reading Workshop

341

(1)

Families That Read Succeed!

341

(1)

Summary

342

(1)

Linkages

342

(1)

On the Web

343

(1)

References

343

(4)

Index

347

What is included with this book?

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Literacy--the development of skills in language, reading, and writing--is essential for success in school and in life after school. Therefore, it is critically important that all children acquire essential literacy skills. For this to occur, teachers and other education professionals must be aware of the latest developments in research on literacy. More importantly, they must be able to translate this research into useful instructional activities. It is our hope that this book will enable teachers and other educational professionals to do just that. EMERGENT LITERACY AND DIVERSITYTwo contemporary developments in the field of education prompted us to develop this book. One is the new perspectives offered by the emergent literacy model as a way to understand literacy development. The emergent literacy model recognizes the interrelationship of language, reading, and writing skills; the essential contribution of the home environment to the development of literacy skills; and the acceptance of a child's skills as the place to begin instruction rather than waiting for the development of prerequisite skills.The second development is the movement toward diversity in the classroom. By diversity we mean not only racial and ethnic diversity but also the inclusion of children with diverse learning abilities as well as children who speak English as their second language. Many of these children experience significant difficulty acquiring literacy skills. In the past, such children may have been placed in specialized programs for children with special needs or in bilingual or English as a Second Language class. Today, most children with literacy difficulties, including some children with significant learning problems, are being educated in regular education classrooms. However, it has been our experience that few teachers feel adequately prepared to teach children with literacy difficulties in regular education classrooms.We see these two developments, the emergent literacy model and classroom diversity, as complementary. The emergent literacy model suggests that literacy instruction begins at the point where the child is developmentally. There is no need to wait for the development of prerequisite skills. This model suggests that it is possible for children with diverse learning and language skills to participate together in classroom literacy activities. Each child will benefit from participating, but in different ways. TEXT ORGANIZATION AND SPECIAL FEATURESWe have designed this text to be a comprehensive treatment of literacy development across the age and ability range. Content spans the developmental sequence from early childhood through high school. Throughout this book there is special emphasis on the modification of instruction so that children with special needs can participate in literacy activities in regular education classrooms. In addition, there are chapters devoted to the specialized techniques that may be required for children with significant literacy development difficulties and for children with severe disabilities. This latter population, though often served by special education professionals, is increasingly found in regular education classrooms.We recognize that technology is becoming an increasingly important part of the instructional techniques used in schools. Therefore, we have included computer-based and web-based methods and materials throughout the text. In addition, each chapter contains a brief listing of websites that can be accessed for additional information.Each chapter begins with a graphic organizer that presents an overview of the chapter content and ends with a set of questions that we call "linkages." These questions have been designed to help readers reflect on the chapter content and extend their learning rather than just recapitulate chapter content. Most chapters include case studies and/or classroom examples that we hope

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Enhancing Literacy for All Students

Enhancing Literacy for All Students

0130113077

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