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Teaching Reading in the 21st Century

ISBN: 9780205325139 | 0205325130
Format: Hardcover
Publisher: Prentice Hall
Pub. Date: 8/1/2000

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SummaryTable of ContentsAuthor Biography
Expanding the book's critical literacy theme, this edition emphasizes a full, balanced range of knowledge and skills for teaching reading to all learners. Informed by the latest research on topics ranging from phonemic awareness and phonics to reader response and teaching for understanding, the book gives teachers the knowledge and skills to successfully guide elementary students toward critical literacy - the use of reading and writing to think clearly, solve problems, and communicate effectively. The content is rich in first-person accounts, classroom vignettes, and hands-on literacy activities. Some principal themes include: balancing skills instruction and more holistic approaches; fostering the love of reading; using reader response theory to enhance reading instruction; and successfully teaching all students to become able and eager readers.
Prefacexi
Reading and Learning to Read
xviii
The Reading Process
2(18)
... MOREThe Cognitive--Constructivist View of Reading
2(11)
Concepts That Elaborate and Complement the Cognitive--Constructivist View
13(7)
The Reading Proficiency of U.S. Students
20(6)
A Response to Current Criticisms
21(2)
Critical Literacy: Literacy for Today's and Tomorrow's World
23(3)
A Critical Literacy Curriculum
26(6)
Three Types of Knowledge
27(1)
Seven Components of the Curriculum
28(4)
An Overview of This Book
32(1)
Chapter-by-Chapter Overview
32(1)
The Components and Organization of the Chapters
33(1)
Special Needs and Special Talents
33(2)
Concluding Remarks
35(1)
Extending Learning
35(1)
References
36(3)
Children's Literature
39(1)
Reading Instruction
40(48)
Instructional Principles
42(22)
Building Positive Attitudes and Perceptions
42(8)
Grouping Students for Instruction
50(3)
Traditional Principles
53(5)
Constructivist Perspectives on Instruction
58(6)
A Brief History of Reading Instruction in the United States
64(4)
The Colonial Period and the 19th Century
64(1)
The Heyday of Basal Readers
65(3)
The Challenge to Basal Readers
68(1)
Current Approaches to Reading Instruction
68(9)
Reading Materials
72(2)
Skills Instruction
74(1)
Word-Recognition Instruction
74(1)
Ability Grouping
75(1)
Assessment
75(1)
Student-Centered Orientation
75(1)
Active, Constructive Teaching and Learning
76(1)
Integrating Reading with Writing, the Other Language Arts, the Curriculum as a Whole, and the World Outside of School
76(1)
Special Needs and Special Talents
77(3)
Concluding Remarks
80(1)
Extending Learning
81(2)
References
83(4)
Children's Literature
87(1)
Emergent Literacy
88(52)
On Being Read To as a Very Young Child
90(1)
Children's Growing Knowledge About Reading
91(21)
Emerging Knowledge About Text Structures
92(3)
Emerging Knowledge About Word Structures
95(4)
Phonemic Awareness and Alphabet Recognition
99(4)
Learning to Identify Words
103(7)
The Relationship Between Learning to Read and Learning to Speak
110(2)
Instruction That Facilitates Children's Growing Literacy
112(20)
Creating a Literate Environment
112(2)
Reading Opportunities
114(6)
Writing Opportunities
120(3)
Listening and Speaking Opportunities
123(2)
A Kindergarten Scenario
125(7)
Special Needs and Special Talents
132(2)
Concluding Remarks
134(1)
Extending Learning
135(1)
References
136(2)
Children's Literature
138(2)
Word Recognition
140(62)
The Importance of Recognizing Printed Words
142(3)
Why Listening Is Easier Than Reading
142(2)
Skilled Readers Automatically Recognize Words
144(1)
The Structure of Spoken and Printed Words
145(9)
The Makeup of Spoken and Written English
146(5)
The Alphabetic Principle
151(2)
The Structure of Printed Words: The Good News
153(1)
The Influence of the Structure of Spoken and Written English on Reading Instruction
154(7)
High-Frequency Word Approaches
155(1)
Phonics Approaches
156(1)
Literature-Based and Whole-Language Approaches
157(3)
Our Position on Phonics Instruction and Related Matters
160(1)
Word-Study Instruction
161(33)
Five General Principles of Word-Study Instruction
162(2)
Teaching Children to Recognize Words
164(6)
Teaching Children About Letter-Sound Correspondences
170(24)
Special Needs and Special Talents
194(2)
Concluding Remarks
196(1)
Extending Learning
196(1)
References
197(4)
Children's Literature
201(1)
Vocabulary Development
202(44)
The Vocabulary-Learning Task
204(1)
The Importance of Wide Reading
205(2)
Teaching Individual Words
207(11)
Word-Learning Tasks
207(2)
Identifying and Selecting Vocabulary to Teach
209(2)
Methods of Teaching Individual Words
211(7)
Teaching Word-Learning Strategies
218(12)
Using Context Cues
219(5)
Using Word Parts
224(3)
Using the Dictionary
227(3)
Fostering Word Consciousness
230(7)
Modeling and Encouraging Adept Diction
231(4)
Providing Intensive and Expressive Instruction
235(2)
Special Needs and Special Talents
237(3)
Concluding Remarks
240(1)
Extending Learning
240(1)
References
241(3)
Children's Literature
244(2)
Scaffolding Students' Comprehension of Text: Teacher-Guided Approaches
246(62)
The Roles of Purpose, Selection, and Reader in Planning a Successful Reading Experience
248(8)
Purpose
248(2)
Selection
250(4)
Reader
254(2)
The Scaffolded Reading Experience (SRE)
256(28)
Background and Rationale
256(1)
The SRE Framework
257(1)
Prereading Activities
258(7)
During-Reading Activities
265(6)
Postreading Activities
271(11)
Comprehensive SREs
282(2)
Additional Procedures for Fostering Comprehension of Individual Selections
284(14)
Procedures for Narratives
285(3)
Procedures for Expository Texts
288(4)
Procedures Appropriate for All Types of Text
292(6)
Special Needs and Special Talents
298(2)
Concluding Remarks
300(1)
Extending Learning
301(1)
References
301(5)
Children's Literature
306(2)
Guiding Students Toward Independence in Reading
308(52)
Teaching Reading Comprehension Strategies
310(22)
Key Comprehension Strategies
310(8)
A Validated Approach to Teaching Strategies
318(14)
Encouraging Independent Reading and Reader Response
332(17)
Independent Reading
333(6)
Responding to Literature: Three Reader-Response Approaches
339(10)
Special Needs and Special Talents
349(3)
Concluding Remarks
352(1)
Extending Learning
353(1)
References
354(4)
Children's Literature
358(2)
Teaching for Understanding in Content Areas
360(48)
The Teaching for Understanding Perspective
362(12)
Some Key Attributes of Teaching for Understanding
362(6)
A General Framework for Teaching for Understanding
368(5)
Summary Comments on a Teaching for Understanding Perspective
373(1)
Four Approaches to Teaching for Understanding
374(25)
Jigsaw
374(3)
Knowledge as Design
377(9)
Reciprocal Teaching
386(5)
Questioning the Author (QtA)
391(8)
Special Needs and Special Talents
399(2)
Concluding Remarks
401(1)
Extending Learning
402(1)
References
403(3)
Children's Literature
406(2)
Writing and Reading
408(52)
Writing and Reading
410(9)
The Reading-Writing Connection
410(1)
A Positive Reading-Writing Environment
410(4)
The Process Approach and Informal Writing
414(5)
Some Forms and Purposes of Writing
419(23)
Writing to Learn and to Understand
420(12)
Writing to Communicate
432(7)
Imaginative Writing
439(3)
Teacher and Student Writing Opportunities and Responsibilities
442(8)
The Writing Workshop
442(3)
Publishing and Celebrating Writing
445(1)
Responding to Students' Writing
446(4)
Special Needs and Special Talents
450(2)
Concluding Remarks
452(1)
Extending Learning
453(1)
References
454(3)
Children's Literature
457(3)
Reading Instruction for English-Language Learners
460(44)
Michael L. Kamil
Elizabeth B. Bernbardt
Learning to Read English as a Second Language in the United States
462(2)
Perspectives on Second-Language Reading Instruction
462(1)
The American Landscape
463(1)
Some Challenges of Learning to Read in a Second Language
464(13)
Challenges Faced by English-Language Learners
465(2)
Challenges Faced by Teachers
467(2)
What Light Does Research Shed on These Challenges?
469(3)
Some Samples of Language Differences
472(5)
Instructional Principles
477(21)
Delpit's Principles for Working with Poor Urban Children
477(9)
Ten Techniques for Working with English-Language Learners in Typical Classrooms
486(12)
Concluding Remarks
498(1)
Extending Learning
499(2)
References
501(2)
Children's Literature
503(1)
Classroom Assessment
504(58)
Robert Calfee
Our Perspective on Assessment
506(4)
Our Emphasis
507(1)
Three Themes
507(1)
Balanced Assessment
508(2)
Test-Based Strategies
510(16)
Basal Reader Tests
511(1)
Standardized Tests
512(6)
Rubric-Based Tests
518(2)
Preparing Students to Take Standardized Tests
520(6)
Teacher-Based Strategies
526(6)
The Case of Ms. K.
527(1)
What Does This Case Mean?
528(2)
Some Answers to Our Opening Questions
530(1)
A Final Word on the Scenario
531(1)
Assessment as Inquiry
532(24)
Framing the Problem: What's the Question?
533(2)
Designing a Plan of Action
535(3)
Collecting Evidence
538(8)
Analyzing and Summarizing Data: The Teacher Logbook
546(4)
Interpretation: Making Sense of the Results
550(3)
Reporting and Decision Making
553(3)
Concluding Remarks
556(1)
Extending Learning
557(1)
References
558(3)
Children's Literature
561(1)
Classroom Portraits
562(45)
A Day in the Life of Jenna LeBlanc and Her First-Grade Students
564(9)
8:30---Morning Message, Calendar, Book Check-In
567(1)
8:50---Buddy Reading and Free Reading
567(1)
9:30---Theme-Related Whole-Class Activity
568(2)
10:15---Centers: Reading, Writing, and Word Study
570(3)
11:30---Whole-Class Sharing of Center Activities
573(1)
A Day in the Life of Dolores Puente and Her Third- and Fourth-Grade Students
573(20)
9:00---Journal Writing
575(7)
9:05---Silent Reading
582(1)
9:15---Morning Meeting
582(1)
9:25---News Reports
583(1)
9:30---Reading, Language Arts, Social Studies, Music, and Art Block
584(4)
11:45---Lunch
588(1)
12:15---Read-Aloud Time
588(1)
12:35---Mathematics
588(2)
1:25---Physical Education
590(1)
2:15---Science and Health
591(1)
2:50---Wrap-Up
592(1)
3:00---School Day Ends
593(1)
A Day in the Life of David Carberry and His Fifth- and Sixth-Grade Students
593(14)
Our Daily Schedule
594(6)
9:00---Independent Silent Reading, Journal Writing
600(2)
9:20---Morning Meeting
602(1)
9:30---Language Arts: Reading, Writing, Listening, and Speaking
602(2)
11:00---Mathematics
604(1)
12:00---Lunch and Recess
604(1)
12:30---Physical Education and Music
605(1)
1:30---Themes: Social Studies, Science, Art, and Health
605(1)
3:00---Homeroom and School Logs
606(1)
Afterword607(1)
References607(1)
Children's Literature608(2)
Name Index610(5)
Subject Index615
Michael F. Graves is Professor of Education and Head of the Literacy Education Program at the University of Minnesota.

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