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Teaching Reading in the 21st Century

ISBN: 9780205386383 | 0205386385
Edition: 3rd
Format: Hardcover
Publisher: Prentice Hall
Pub. Date: 6/1/2004

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SummaryTable of Contents
Maintaining and strengthening its commitment to a rich and balanced reading program, this edition deals with each of the topics emphasized by the National Reading Panel and Reading First but goes well beyond those topics to present a truly comprehensive program of reading instruction. Informed by the latest research on topics ranging from phonemic awareness and phonics to teaching comprehension strategies and reader response, the book provides teachers with the knowledge skills, and assessment strategies to successfully guide elementary students toward literacy for the 21st Centurythe use of reading and writing for thinking, problem solving, and communicating. The text is rich in first-person accounts, classroom vignettes, and hands-on literacy activities. Some principal themes include balancing skills and more holistic approaches; fostering the love of reading; and successfully teaching all studentsmainstream and minority, native speakers of English and English-language learners, and special needs and giftedto become able and eager readers.
... MORE
CHAPTER 1 READING AND LEARNING TO READ1(39)
The Reading Process
2(1)
The Cognitive-Constructivist View of Reading
2(1)
In the Classroom: Using Background Knowledge
3(15)
Concepts That Elaborate and Complement the Cognitive-Constructivist View
13(5)
The Reading Corner: Books to Help Build Automaticity and Fluency in Young Readers
18(1)
The Reading Proficiency of U.S. Students
19(5)
A Response to Current Criticisms
20(2)
Literacy for Today's and Tomorrow's World
22(2)
In the Classroom: Developing Present-Day Literacy in the Sixth Grade
24(2)
A Literacy Curriculum for Today's and Tomorrow's World
26(7)
Three Types of Knowledge
26(1)
Nine Components of the Present-Day Literacy Curriculum
27(6)
An Overview of This Book
33(1)
Chapter-by-Chapter Overview
33(1)
The Components and Organization of the Chapters
33(1)
Strengths and Challenges of Diversity
34(2)
Concluding Remarks
36(1)
Extending Learning
36(1)
References
37(2)
Children's Literature
39(1)
CHAPTER 2 READING INSTRUCTION40(44)
Instructional Principles
42(4)
Motivating and Engaging Students
42(3)
Teacher Attitudes and Actions That Promote Motivation and Engagement
45(1)
In the Classroom: Connecting Literature to Life
46(3)
The Reading Corner: Books About Food and Families in Many Cultures
49(14)
Grouping Students for Instruction
50(4)
Traditional Instructional Principles
54(4)
Constructivist and Sociocultural Perspectives on Instruction
58(5)
In the Classroom: Cognitive Modeling
63(4)
A Brief History of Reading Instruction in the United States
67(7)
The Colonial Period and the 19th Century
67(2)
The Heyday of Basal Readers
69(1)
The Challenge to Basal Readers: Whole-Language and Literature-Based Approaches
70(2)
Massive Federal Intervention in Reading
72(2)
Reading Instruction at Its Best
74(2)
Strengths and Challenges of Diversity
76(2)
Concluding Remarks
78(1)
Extending Learning
79(2)
References
81(2)
Children's Literature
83(1)
CHAPTER 3 EMERGENT LITERACY84(54)
On Being Read To as a Very Young Child
86(3)
Is Lee's Experience Typical?
87(2)
Children's Growing Knowledge About Reading
89(1)
Emerging Knowledge About Text Structures
89(1)
In the Classroom: Using Wordless Picture Books in a Kindergarten Classroom
90(4)
Emerging Knowledge About Word Structures
92(2)
In the Classroom: Kindergartners and the P Words
94(4)
Phonemic Awareness and Alphabet Recognition
96(2)
The Reading Corner: Books to Foster Emergent Literacy
98(1)
In the Classroom: Phonemic Awareness (Segmenting and Blending Sounds)
99(6)
Learning to Identify Words
101(4)
Strategies for the Classroom: Using Letter Puppets to Help Children Understand the Connection Between Phonemes and Letters
105(5)
The Relationship Between Learning to Read and Learning to Speak
109(1)
Instruction That Facilitates Children's Growing Literacy
110(7)
Creating a Literate Environment
111(1)
Reading Opportunities
111(6)
The Reading Corner: Big Books
117(2)
Writing Opportunities
117(2)
In the Classroom: Reading and Writing Rhymes
119(11)
Listening and Speaking Opportunities
121(2)
A Kindergarten Scenario
123(7)
Strengths and Challenges of Diversity
130(2)
Concluding Remarks
132(1)
Extending Learning
133(1)
References
134(2)
Children's Literature
136(2)
CHAPTER 4 WORD RECOGNITION138(80)
The Importance of Recognizing Printed Words
140(3)
Why Listening Is Easier Than Reading
140(2)
Skilled Readers Automatically Recognize Words
142(1)
The Structure of Spoken and Printed Words
143(6)
The Makeup of Spoken and Written English
144(5)
In the Classroom: Tracking Print During Shared Reading
149(11)
The Alphabetic Principle
150(1)
The Structure of Printed Words: The Good News
151(1)
The Influence of the Structure of Spoken and Written English on Reading Instruction
152(1)
High-Frequency-Word Approaches
153(1)
Phonics Approaches
154(1)
Literature-Based and Whole-Language Approaches
155(4)
Our Position on Phonics Instruction and Related Matters
159(1)
Word-Study Instruction
160(10)
Five General Principles of Word-Study Instruction
161(2)
Teaching Children to Recognize Words
163(5)
Teaching Children About Letter-Sound Correspondences
168(2)
The Reading Corner: Alphabet Books
170(1)
Strategies for the Classroom: Alphabet Activities
171(3)
In the Classroom: Beginning Work with Onsets (Initial Consonants)
174(3)
Strategies for the Classroom: A Procedure for Working with the Rime at and Some Individual Phonemes
177(1)
Strategies for the Classroom: Steps in Blending
178(3)
Strategies for the Classroom: Word-Study Instruction on Consonant Blends
181(2)
Strategies for the Classroom: Consonant Digraphs That First-Graders Should Know
183(1)
In the Classroom: Practicing Onsets and Rimes with Students Who Know Consonant Blends and Some Digraphs
184(2)
Strategies for the Classroom: A Procedure for Explicitly Teaching Blending
186(2)
In the Classroom: Short-Vowel Work in the First Grade
188(2)
Strategies for the Classroom: Contrasting Short-and Long-Vowel Patterns
190(2)
The Reading Corner: Books Featuring Short and Long a Vowel Sounds
192(1)
In the Classroom: Multisyllabic Words
193(1)
Strategies for the Classroom: A Procedure for Teaching Prefixes and Suffixes
194(1)
Fluency
195(4)
Strengths and Challenges of Diversity
199(1)
Concluding Remarks
200(1)
Extending Learning
201(1)
References
202(2)
Children's Literature
204(2)
Classroom Portrait: A Day in the Life of Jenna LeBlanc and Her First-Grade Students
206(12)
CHAPTER 5 VOCABULARY DEVELOPMENT218(46)
The Vocabulary-Learning Task
220(1)
Frequent, Extensive, and Varied Language Experiences
221(3)
Teaching Individual Words
224(5)
Word-Learning Tasks
224(1)
Identifying Vocabulary to Teach
225(2)
Methods of Teaching Individual Words
227(2)
Strategies for the Classroom: Teaching Basic Vocabulary Using Text Talk
229(2)
Strategies for the Classroom: Three Ways to Introduce New Words Representing Known Concepts
231(2)
Strategies for the Classroom: Introducing New Words That Represent New Concepts
233(1)
Strategies for the Classroom: Semantic Mapping and Semantic Feature Analysis
234(4)
Teaching Word-Learning Strategies
238(11)
Using Context Cues
238(5)
Using Word Parts
243(4)
Using the Dictionary
247(2)
Fostering Word Consciousness
249(1)
Modeling and Encouraging Adept Diction
250(1)
The Reading Corner: Books About Words and Word Games
250(6)
Providing Intensive and Expressive Instruction
254(2)
Strengths and Challenges of Diversity
256(3)
Concluding Remarks
259(1)
Extending Learning
259(1)
References
260(3)
Children's Literature
263(1)
CHAPTER 6 SCAFFOLDING STUDENTS' COMPREHENSION OF TEXT264(58)
Instructional Frameworks and Procedures
266(1)
The Roles of Purpose, Selection, and Reader in Planning a Successful Reading Experience
266(7)
Purpose
266(2)
Selection
268(3)
Reader
271(2)
Five Frameworks for Scaffolding Students' Reading
273(2)
Directed Reading Activity
274(1)
Directed Reading-Thinking Activity
274(1)
Strategies for the Classroom: Phase 1 of the DR-TA
275(5)
Scaffolded Reading Experience
275(5)
Strategies for the Classroom: Relating-the-Reading-to-Students' Lives Prereading Activity
280(8)
In the Classroom: Sample Questions for Various Types of Thinking
288(4)
Strategies for the Classroom: Matching Postreading Writing Activity to Readers, Selection, and Purpose
292(1)
In the Classroom: Students' Postreading Dramatizations
293(2)
The Reading Corner: Books That Invite Musical Connections
295(7)
Guided Reading
299(1)
Four Blocks
300(2)
Individual Procedures for Fostering Comprehension of Text
302(1)
Procedures for Narratives
302(1)
Strategies for the Classroom: Helping Students Develop Their Schema for Story Grammar
303(3)
Procedures for Expository Texts
304(2)
In the Classroom: Using K-W-L
306(4)
Procedures Appropriate for All Types of Text
310(1)
Strategies for the Classroom:
Sample Lesson: Discussion Web
310(5)
Strengths and Challenges of Diversity
315(2)
Concluding Remarks
317(1)
Extending Learning
317(1)
References
318(2)
Children's Literature
320(2)
CHAPTER 7 TEACHING COMPREHENSION STRATEGIES322(34)
What Are Comprehension Strategies?
324(1)
Characteristics of Comprehension Strategies
324(2)
Strategies Are Conscious Efforts
324(1)
Strategies Are Flexible 325 Strategies Should Be Applied Only When Appropriate
325(1)
Strategies Are Widely Applicable
325(1)
Strategies Can Be Overt or Covert
325(1)
Key Comprehension Strategies
326(5)
Establishing a Purpose for Reading
327(1)
Using Prior Knowledge
327(1)
Asking and Answering Questions
327(1)
Making Inferences
328(1)
Determining What Is Important
328(1)
Summarizing
329(1)
Dealing with Graphic Information
330(1)
Imaging and Creating Graphic Representations
330(1)
Strategies for the Classroom: Practicing Imaging with First-Graders
331(3)
Monitoring Comprehension
332(2)
The Reading Corner: Books That Illustrate Strategic Behavior
334(1)
A Powerful Approach to Teaching Strategies
335(16)
The First Day's Instruction on Using Prior Knowledge
337(1)
The Second Day's Instruction on Using Prior Knowledge
338(1)
The First Day's Instruction on Determining What Is Important
339(3)
The Second Day's Instruction on Determining What Is Important
342(2)
Overview of a Unit
344(2)
The Constructive Nature of Good Strategy Instruction
346(1)
A Comparison of Teacher-Dominated and Constructivist Instruction
347(1)
Transfer, Review, and Integration Activities
348(3)
Strengths and Challenges of Diversity
351(1)
Concluding Remarks
352(1)
Extending Learning
353(1)
References
354(1)
Children's Literature
355(1)
CHAPTER 8 ENCOURAGING INDEPENDENT READING AND READER RESPONSE356(48)
Independent Reading
358(2)
Providing Time to Read
358(1)
Providing a Rich Array of Reading Material, the Incentive to Read, and a Place to Read
359(1)
In the Classroom: Guidelines for Choosing Books for Your Classroom Library
360(1)
Assisting Students in Selecting Material
361(1)
In the Classroom: Guidelines for Helping
Students Select Reading Material
361(3)
Establishing and Maintaining an Independent Reading Program
362(1)
Encouraging Out-of-School Reading
362(2)
Responding to Literature
364(1)
Reader Response
365(1)
Strategies for the Classroom: Students' Artistic Responses After Reading About Animals
365(2)
Literature Circles
366(1)
Strategies for the Classroom: Establishing
Literature Circles in a Fourth-Grade Classroom
367(3)
Three Frameworks That Promote Literature and Reader Response
370(5)
Book Club and Book Club Plus
370(2)
Reading Workshop
372(3)
In the Classroom: A Glimpse into a Reading Workshop in Action
375(1)
Strengths and Challenges of Diversity
376(1)
In the Classroom: Encouraging Reluctant Readers
377(2)
Concluding Remarks
379(1)
Extending Learning
379(1)
References
380(2)
Children's Literature
382(2)
Classroom Portrait: A Day in the Life of Dolores Puente and Her Third- and Fourth Grade Students
384(20)
CHAPTER 9 FOSTERING HIGHER ORDER THINKING AND DEEP UNDERSTANDING IN CONTENT AREAS404(40)
Two Roads to Competent Thinking and Learning
406(7)
Fostering Higher-Order Thinking
406(3)
Teaching for Understanding
409(4)
Practical Approaches to Higher-Order Thinking and Deep Understanding
413(11)
Teaching for Understanding Units
413(6)
Text Talk
419(2)
Reciprocal Teaching
421(3)
In the Classroom: Increasing the Questioning Ability of a Seventh-Grade Student
424(5)
Questioning the Author
427(2)
In the Classroom: QtA in the Fifth Grade
429(7)
Jigsaw
434(2)
Strengths and Challenges of Diversity
436(3)
Concluding Remarks
439(1)
Extending Learning
439(1)
References
440(2)
Children's Literature
442(2)
CHAPTER 10 WRITING AND READING444(52)
Writing and Reading
446(3)
The Reading-Writing Connection
446(1)
A Positive Reading-Writing Environment
446(3)
In the Classroom: Guidelines for Creating a Positive Writing Environment
449(7)
The Process Approach and Informal Writing
450(6)
Some Forms and Purposes of Writing
456(1)
Writing to Learn and to Understand
456(1)
Strategies for the Classroom: Sample Lesson on Note Taking
457(7)
Strategies for the Classroom: Introducing the Response Journal to Primary-Grade Students
464(8)
Writing to Communicate
468(4)
The Reading Corner: Books by Exemplary Nonfiction Children's Book Authors
472(1)
In the Classroom: Four Fifth-Graders' Research Report on Water Purification
473(3)
Imaginative Writing
476(1)
Strategies for the Classroom: Writing ImaginativE Mathematics Scenarios and Questions
476(3)
Teacher and Student Writing Opportunities and Responsibilities
479(8)
The Writing Workshop
479(3)
Publishing and Celebrating Writing
482(1)
Responding to Students' Writing
483(4)
Strengths and Challenges of Diversity
487(2)
In the Classroom: Activities to Challenge Skillful Writers
489(1)
Concluding Remarks
490(1)
Extending Learning
490(1)
References
491(2)
Children's Literature
493(3)
CHAPTER 11 READING INSTRUCTION FOR ENGLISH-LANGUAGE LEARNERS496(46)
by Michael L. Kamil and Elizabeth B. Bernhardt
Learning to Read English as a Second Language in the United States
498(2)
Perspectives on Second-Language Reading Instruction
498(1)
The American Landscape
499(1)
Some Challenges of Learning to Read in a Second Language
500(13)
Challenges Faced by English-Language Learners
501(2)
Challenges Faced by Teachers
503(2)
What Light Does Research Shed on These Challenges?
505(3)
Some Samples of Language Differences
508(5)
Instructional Principles
513(2)
Delpit's Principles for Working with Poor Urban Children
513(2)
Strategies for the Classroom: Using the Shared Reading Experience in a Sixth-Grade ESL Class
515(6)
The Reading Corner: Books That Present Hispanic Children and Family Life
521(4)
More Techniques for Working with English-Language Learners in Typical Classrooms
523(2)
Strategies for the Classroom: Summarizing Part of a Selection
525(7)
The Reading Corner: Books Available in Bilingual Formats
532(4)
Concluding Remarks
536(1)
Extending Learning
537(2)
References
539(1)
Children's Literature
540(2)
CHAPTER 12 CLASSROOM ASSESSMENT542(65)
by Robert C. Calfee and Kathleen M. Wilson
Our Perspective on Assessment
544(4)
An Emphasis on Inquiry
545(1)
Three Themes
545(1)
Balanced Assessment
546(2)
Teacher-Based Strategies
548(2)
Distinguishing Features of Contemporary Assessment
549(1)
In the Classroom: The Roots Project
550(5)
What Does the Roots Project Say About Assessment?
551(2)
Some Answers to Our Opening Questions
553(2)
A Final Word on the Roots Scenario
555(1)
Assessment as Inquiry
555(4)
Framing the Problem: What Is the Question?
556(3)
Designing a Plan of Action
559(1)
In the Classroom: Vocabulary Assessment in the Third Grade
559(10)
Collecting Evidence
564(5)
In the Classroom: The Funnel Approach
569(13)
Analyzing and Summarizing the Data: The Teacher Logbook
578(4)
Interpretation: Making Sense of the Results
582(1)
In the Classroom: Interpreting Evidence in the Sixth Grade
582(1)
In the Classroom: Collecting More Evidence
583(4)
Reporting and Decision Making
584(3)
Test-Based Strategies
587(10)
Basal Reader Tests
588(1)
Standardized Tests
589(6)
Preparing Students for Standardized Tests
595(2)
In the Classroom: Using "Simon Says" to Practice Test Taking
597(4)
Concluding Remarks
601(1)
Extending Learning
602(1)
References
603(2)
Children's Literature
605(2)
Name Index607(6)
Subject Index613

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