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Diagnosis and Correction in Reading Instruction

by: Rubin, Dorothy

Diagnosis and Correction in Reading Instruction

by: Rubin, Dorothy

ISBN 13:
9780205293520
ISBN 10:
0205293522
Edition: 4th
Format: Paperback
Copyright: 01/01/2002
Publisher: Allyn & Bacon
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Summary

This great introduction to diagnosing and correcting reading problems has been revised and updated based on the latest tests and research. Using numerous examples and scenarios to illustrate concepts and techniques, this book is based on the premise that if diagnosis and correction are practiced as an integral part of daily reading instruction, there will be much less need for remediation. For pre-service and inservice educators, especially at the elementary school level.

Preface

xxi

PART I. Setting the Stage for a Diagnostic-Reading and Correction Program

(86)

Introduction to a Diagnostic-Reading and Correction Program

(14)

Introductory Scenario

(2)

Chapter Objectives

(1)

What Is a Diagnostic-Reading and Correction Program?

(1)

What is Diagnosis?

(1)

Principles of Diagnosis

(1)

Defining Reading

(2)

Reading as a Total Integrative Process

(2)

Metacognition

(1)

Diagnosis and the Definition of Reading

(1)

What Is a Developmental Reading Program?

(1)

What Is Remedial Reading?

(1)

What Is Reading Recovery?

(1)

Balanced Reading and a Diagnostic-Reading and Correction Program

(1)

Confusion Surrounding Balanced Reading

(1)

Balanced Reading: A Scenario

(1)

Whole School Reform

(1)

Reading Theory and Terminology: A Special Note

(1)

A Diagnostic-Reading and Correction Program: A Point of View

(1)

Summary

(1)

Chapter 1 Key Concepts

(1)

Suggestions for Thought Questions and Activities

(1)

Internet Activities

(1)

Selected Bibliography

(1)

The Teacher's Role in the Diagnostic-Reading and Correction Program

(21)

Introductory Scenario

(2)

Chapter Objectives

(1)

The Teacher in a Diagnostic-Reading and Correction Program

(1)

The Teacher as the Key to a Good Reading Program

(1)

Teacher Evaluation

(1)

Some Important Characteristics and Practices of Good Reading Teachers

(2)

Teacher Standards

(1)

Teaching in the Twenty-First Century

(1)

Scenario of a New Teacher

(1)

Teacher Planning

(1)

Time Spent in Reading

(2)

Teacher Instruction

(1)

Direct Reading Instruction

(2)

What Is Direct Instruction?

(1)

Modeling Strategy

(1)

Scenario: A Sample Modeling Lesson

(1)

Interactive Instruction

(1)

The Teacher as a Good Organizer and Classroom Manager

(2)

Scenario: Mr. Mills---A Good Classroom Manager

(1)

Teacher Expectations

(1)

Another Look at Lisa and Rachael---Extremes Don't Work!

(1)

Teaching: A Point of View

(1)

Summary

(1)

Chapter 2 Key Concepts

(1)

Suggestions for Thought Questions and Activities

(1)

Internet Activities

(1)

Selected Bibliography

(1)

What a Teacher Should Know about Tests, Measurement, and Evaluation

(25)

Introductory Scenario

(1)

Chapter Objectives

(1)

Evaluation, Tests, and Measurement

(1)

Assessment: A Special Note

(1)

Criteria for a Good Test

(2)

Accountability in the Twenty-First Century

(4)

Some Terms Prominent in Accountability

(2)

Standardized Tests

(4)

Norm-Referenced Tests

(1)

Classification of Standardized Tests

(1)

Selection of Standardized Tests by Teachers

(1)

Interpretation of Some Achievement Test Score Terms

(2)

Teacher-Made Tests

(1)

Criterion-Referenced Tests

(2)

Group and Individual Tests

(1)

Reading Tests

(2)

What Are Diagnostic Reading Tests?

(1)

Test Makers and Assessment

(1)

Authentic Assessment

(3)

Performance-Based Assessment

(2)

Assessment in the Twenty-First Century---A Point of View

(1)

Summary

(1)

Chapter 3 Key Concepts

(1)

Suggestions for Thought Questions and Activities

(1)

Internet Activities

(1)

Selected Bibliography

(1)

Who Is Underachieving in Reading?

(24)

Introductory Scenario

(1)

Chapter Objectives

(1)

What Is a Diagnostic Pattern?

(1)

Who Is a Disabled Reader?

(1)

Intelligence

(1)

Differences between Individual and Group Intelligence (Aptitude) Tests

(2)

Individual Intelligence (Aptitude) Tests

(3)

Group-Administered Measures of Intelligence (Aptitude)

(1)

Mental Age Span in the Regular Classroom

(2)

Reading Expectancy Formulas

(5)

Who Is a Candidate for Further Testing?

(3)

Listening Capacity Test

(1)

Underachieving in School: A Point of View

(1)

Summary

(1)

Chapter 4 Key Concepts

(1)

Suggestions for Thought Questions and Activities

(1)

Internet Activities

(1)

Selected Bibliography

(2)

PART II. The Nature and Interrelatedness of Factors That Affect Reading Performance

(74)

Some of the Factors That Affect Reading Performance

(35)

Introductory Scenario

(1)

Chapter Objectives

(1)

Differentiating between Noneducational and Educational Factors

(1)

Concept Development and Its Relationship to Language and Reading

(1)

What Is a Concept?

(1)

Piaget and Concept Development

(1)

Concept Assessment

(5)

Instructional Implications and Concept Development

(4)

Home Environment

101

(2)

Dialect and Language Differences

103

(2)

Second-Language Learners

105

(4)

Learning Another Language

106

(1)

Teachers Can Help Children Learn Another Language

107

(1)

Some Language Difference Interferences

108

(1)

English as a Second Language (ESL) Lessons

109

(2)

Research in Relation to Bilingual Children

111

(1)

Attitudes Toward Nonstandard English

111

(1)

Intelligence and Reading

112

(1)

Gender Differences

113

(5)

Gender Differences and Reading

114

(4)

Gender Differences and Single-Gender Classes

118

(1)

Physical Health

118

(1)

Educational Factors

119

(1)

Standard English, an Important Factor for School Success: A Point of View

120

(1)

Summary

121

(1)

Chapter 5 Key Concepts

122

(1)

Suggestions for Thought Questions and Activities

122

(1)

Internet Activities

123

(1)

Selected Bibliography

123

(1)

Visual and Auditory Factors and Their Effect on Reading

124

(37)

Introductory Scenario

124

(1)

Chapter Objectives

125

(1)

Perceptual Factors

126

(1)

Visual Perception

126

(6)

Binocular Vision

128

(1)

Eye Movements

129

(1)

Visual Discrimination

129

(1)

Laterality and Reading

130

(2)

The Development of Listening

132

(1)

Listening as Decoding

133

(1)

Phonemic Awareness

133

(1)

Auditory Discrimination and Memory Span

134

(1)

Different Levels of Listening

135

(4)

Factors Influencing Hearing---The Lowest Level

136

(2)

Factors Influencing Listening---The Middle Level

138

(1)

Factors Influencing Auding---The Highest Level

138

(1)

Listening and Reading

139

(3)

The Effect of a Rich Oral Program in Developing Reading Skills

142

(1)

Reading a Story Aloud to Young Children

143

(2)

Oral Reading Assessment

145

(1)

Oral Reading: Its Role in the Reading Lesson

146

(1)

Guided or Directed Oral Reading

146

(1)

Question Asking: A Key to Active Listening

146

(2)

Student Questioning

147

(1)

The Directed Listening/Thinking Approach

148

(1)

Classroom Teachers' Assessment of Listening Comprehension Skills

149

(1)

Standardized Listening Tests

150

(4)

Modality Preferences and Instruction: A Special Note

154

(3)

Diagnostic Checklist for Listening

155

(2)

Hearing Is Important to Reading: A Point of View

157

(1)

Summary

158

(1)

Chapter 6 Key Concepts

159

(1)

Suggestions for Thought Questions and Activities

160

(1)

Internet Activities

160

(1)

Selected Bibliography

160

(1)

PART III. Instruments and Techniques for the Assessment and Diagnosis of Reading Performance

161

(108)

Standardized Reading Achievement Tests: Survey Type

163

(16)

Introductory Scenario

164

(1)

Chapter Objectives

164

(1)

Standardized Achievement Survey Test Batteries (Multiple-Subject-Matter Tests) and Standardized Reading Survey Tests (Single-Subject-Matter Tests)

165

(4)

Example of a Standardized Reading Survey Test (Single-Subject-Matter Test)

166

(1)

Examples of Standardized Achievement Survey Test Batteries (Multiple Subject-Matter Tests)

167

(1)

The Instructional Level on Some Standardized Reading Achievement Tests

168

(1)

Locator Tests

169

(1)

Practice Tests

169

(1)

High-Stake Tests

169

(1)

Test Coaching

170

(1)

Emergent Literacy

171

(1)

Relation to Reading Readiness

171

(1)

Pre-Reading Assessment

172

(3)

Examples of Pre-Reading Tests

173

(1)

Uses of Pre-Reading Assessment

174

(1)

A Final Word

175

(1)

Assessment: A Point of View

176

(1)

Summary

177

(1)

Chapter 7 Key Concepts

177

(1)

Suggestions for Thought Questions and Activities

178

(1)

Internet Activities

178

(1)

Selected Bibliography

178

(1)

Diagnostic Reading Tests and Techniques I: An Emphasis on the Informal Reading Inventory

179

(47)

Introductory Scenario

179

(2)

Chapter Objectives

181

(1)

Oral Reading

181

(2)

Oral Reading as a Diagnostic Tool

182

(1)

What Are the Purposes of an Informal Reading Inventory (IRI)?

183

(1)

An Overview of the Informal Reading Inventory

184

(1)

Determining Reading Levels

185

(5)

Independent Level

186

(1)

Instructional Level

187

(1)

Frustration Level

187

(1)

Listening Capacity level

188

(1)

The Buffer Zone of the IRI

188

(1)

Reporting Students' Reading Levels

188

(2)

Constructing Your Own Informal Reading Inventory

190

(10)

Graded Word Lists

190

(1)

Graded Oral and Silent Reading Passages

191

(1)

The Comprehension Questions

192

(2)

Code for Marking Oral Reading Errors

194

(2)

Scoring Oral Reading Errors

196

(1)

Sample Markings of Oral IRI Passages

196

(1)

Word Recognition Formula for Percent Correct

197

(1)

Word Recognition Formulas for Allowable Errors

198

(1)

Diagnostic Checklist for Oral and Silent Reading

198

(2)

Administering the IRI

200

(12)

Establishing Rapport

200

(1)

The Word Recognition Inventory

200

(2)

Oral and Silent Reading Passages

202

(1)

The Listening Capacity Test

203

(1)

When Is a Listening Capacity Test Given?

203

(9)

Published (Commercially Produced) IRIs Versus Teacher-Made IRIs

212

(1)

Who Should Be Given an IRI?

213

(3)

Examples of Candidates for the IRI

215

(1)

Modified IRI Approaches: A Caution

216

(1)

Miscue Analysis

217

(1)

Points of Caution Concerning IRIs

218

(4)

Criteria for Estimating Reading Levels

219

(1)

How Should Oral Reading Errors Be Scored?

220

(1)

A Special Look at Repetitions

221

(1)

Oral and Silent Reading Comprehension

221

(1)

Balance in Reading: A Point of View

222

(2)

Summary

224

(1)

Chapter 8 Key Concepts

224

(1)

Suggestions for Thought Questions and Activities

224

(1)

Internet Activities

225

(1)

Selected Bibliography

225

(1)

Diagnostic Reading Tests and Techniques II

226

(20)

Introduction

226

(1)

Chapter Objectives

227

(1)

Standardized Diagnostic Oral Reading Tests

227

(2)

Standardized Diagnostic Reading Tests

229

(3)

Standardized Criterion-Referenced Reading Tests

232

(1)

Teacher-Made (Informal) Diagnostic Reading Tests

233

(6)

Cloze Procedure

239

(4)

Scoring the Cloze Test

240

(1)

Variations of the Traditional Cloze Procedure: An Emphasis on Diagnosis

240

(3)

Knowledge of Results and Cloze Procedure

243

(1)

Dyslexia and Diagnosis: A Point of View

243

(1)

Summary

244

(1)

Chapter 9 Key Concepts

244

(1)

Suggestions for Thought Questions and Activities

245

(1)

Internet Activities

245

(1)

Selected Bibliography

245

(1)

Observation and Other Child Study Procedures as Diagnostic Techniques: Performance-based Assessment

246

(23)

Introduction

247

(1)

Chapter Objectives

247

(1)

Authentic Assessment in Diagnosis

248

(1)

Portfolios and Portfolio Assessment

248

(2)

Commercially Produced Portfolio Assessment

249

(1)

The Uses of Observation

250

(1)

Making Observations Objective

250

(1)

Anecdotal Records

251

(2)

Determining the Information to Be Recorded

251

(2)

Checklists

253

(3)

Group and Individual Checklists

253

(3)

Checklists and Rating Scales

256

(1)

Other Helpful Child Study Techniques

256

(9)

Informal Interviews

257

(1)

Interest Inventories

258

(3)

Projective Techniques

261

(2)

Reading Autobiography

263

(2)

Portfolios: A Point of View

265

(1)

Summary

266

(1)

Chapter 10 Key Concepts

266

(1)

Suggestions for Thought Questions and Activities

267

(1)

Internet Activities

267

(1)

Selected Bibliography

267

(2)

PART IV The Diagnostic-Reading and Correction Program in Action

269

(208)

Helping Children Overcome Reading Difficulties

271

(23)

Introduction

272

(1)

Chapter Objectives

272

(1)

What Is Diagnostic Teaching?

272

(1)

Student Involvement

273

(1)

Case Studies

274

(6)

Record Keeping

280

(1)

Students as Record Keepers

281

(1)

Individualized Instruction

281

(2)

Teacher-Made (Informal) Programs

281

(1)

Commercially Produced or Published Programs

282

(1)

Some Common Characteristics of Commercially Produced and Teacher-Made Individualized Programs

282

(1)

For Whom Does Individualized Instruction Work?

282

(1)

Some Common Sense about Individualized Programs

282

(1)

Learning Centers in the Classroom

283

(2)

Designing a Learning Center

283

(2)

Multimedia in Learning Centers

285

(1)

Group Instruction

285

(1)

Computers and Reading in a Diagnostic-Reading and Correction Program

286

(3)

Peer Instruction

289

(1)

A Final Word: Ms. Mills---A Master Teacher

290

(1)

Computers in the Twenty-First Century: A Point of View

291

(1)

Summary

292

(1)

Chapter 11 Key Concepts

292

(1)

Suggestions for Thought Questions and Activities

293

(1)

Internet Activities

293

(1)

Selected Bibliography

293

(1)

Word Recognition Skills and Vocabulary Expansion: An Emphasis on Diagnosis and Correction

294

(53)

Introduction

295

(3)

Chapter Objectives

298

(1)

Word Recognition Strategies

299

(5)

Word Recognition Strategies for Pronunciation

299

(3)

Word Recognition Strategies for Word Meaning

302

(2)

The Importance of Decoding in Reading

304

(1)

Phonemic Awareness in Decoding

305

(1)

Beginning Reading Research

305

(1)

Phonics

306

(2)

Explicit Versus Implicit Phonics Instruction

307

(1)

A Developmental-Diagnostic and Correction Sequence of Phonics

308

(22)

Vocabulary Expansion

330

(9)

Word Walls

331

(1)

Vocabulary Expansion: A Scenario

331

(1)

Defining Word Part Terms

332

(1)

Primary-Grade Children

332

(3)

Intermediate-Grade Children

335

(4)

Vocabulary Expansion in Content Areas

339

(1)

Diagnostic Checklist for Word Recognition Skills

339

(2)

Diagnostic Checklist for Vocabulary Development (Primary Grades)

341

(1)

Diagnostic Checklist for Vocabulary Development (Intermediate Grades)

342

(1)

Phonics: A Point of View

343

(1)

Summary

344

(1)

Chapter 12 Key Concepts

344

(1)

Suggestions for Thought Questions and Activities

345

(1)

Internet Activities

346

(1)

Selected Bibliography

346

(1)

Reading Comprehension and Literature: An Emphasis on Diagnosis and Correction

347

(59)

Introduction

348

(1)

Chapter Objectives

348

(1)

Comprehension

349

(1)

Reading Comprehension

349

(2)

Reading Comprehension Taxonomies

351

(1)

Categorizing Reading Comprehension

351

(2)

Reading Instruction

353

(4)

The Directed Reading-Thinking Activity

354

(1)

Modeling (Thinking Out Loud) Strategy

355

(1)

Repeated Reading

355

(1)

Reciprocal Reading Instruction

355

(1)

Literature Webbing with Predictable Books in the Early Grades

356

(1)

What Is the Role of Pictures in Comprehension?

357

(1)

Helping Children Acquire Comprehension Skills: An Emphasis on Questioning Strategies

357

(6)

Metacognition and Questioning

360

(1)

Questioning as a Diagnostic Technique

361

(2)

Some Important Comprehension Skills: A Diagnostic and Corrective Approach

363

(30)

Context Clues

363

(7)

Main Idea of a Paragraph

370

(6)

Finding the Central Idea of a Group of Paragraphs

376

(3)

Visual Representations and Main Idea

379

(1)

Drawing Inferences

380

(4)

Categorizing

384

(5)

Completing Analogies (Word Relationships)

389

(4)

The Newspaper and Critical Thinking in a Diagnostic-Reading and Correction Program

393

(2)

Diagnosis and Correction in Content Areas

395

(1)

Questioning Strategies in Content Areas

396

(1)

Literature in the Classroom

396

(5)

Attitudes and Reading

396

(2)

Instilling a Love for Reading in the Early Grades with Big Books

398

(1)

Children's Literature as a Bridge to Better Understanding in a Multicultural Classroom

399

(2)

Diagnostic Checklist for Selected Reading Comprehension Skills

401

(1)

Reading Instruction: A Point of View

402

(1)

Summary

403

(1)

Chapter 13 Key Concepts

403

(1)

Suggestions for Thought Questions and Activities

404

(1)

Internet Activities

405

(1)

Selected Bibliography

405

(1)

Learning Strategies and Study Skills in a Diagnostic-Reading and Correction Program

406

(30)

Introduction

407

(1)

Chapter Objectives

407

(1)

What Are Some Good Study Procedures?

408

(1)

Building Good Study Habits

408

(1)

How to Study

409

(2)

Knowing Your Textbook

411

(3)

Concentration

414

(2)

Following Directions

416

(2)

Skimming

418

(1)

Asking Questions

418

(2)

Reading and Writing as Modes of Learning

420

(3)

Notetaking for Studying

420

(3)

Summaries as a Mode of Learning

423

(1)

Test Taking

423

(1)

The School Library and Library Skills

424

(4)

Primary Grades

425

(1)

Intermediate and Upper-Elementary Grades

426

(2)

Diagnostic Checklist for Reading and Study Skills

428

(4)

Concentration and Studying: A Point of View

432

(2)

Summary

434

(1)

Chapter 14 Key Concepts

434

(1)

Suggestions for Thought Questions and Activities

434

(1)

Internet Activities

435

(1)

Selected Bibliography

435

(1)

Helping Special Children in a Diagnostic-Reading and Correction Program

436

(21)

Introduction

437

(1)

Chapter Objectives

437

(1)

Diversity in the Regular Education Classroom

438

(1)

Public Laws 94-142 and 101-476

438

(1)

The ``Average'' Child

439

(1)

The Slow Learner

439

(2)

Providing Instruction

440

(1)

Reading Instruction

440

(1)

The Gifted Child

441

(3)

Characteristics

442

(1)

Instructional Provisions

442

(1)

Reading Instruction

443

(1)

The Educationally At-Risk Child

444

(1)

The Creative Child

445

(2)

Defining Creativity

446

(1)

Reading and Creativity

446

(1)

Multiple Intelligences (MI)

447

(1)

Mainstreaming and Full Inclusion

447

(2)

Integrating the Child with Disabilities into the Regular Education Classroom

448

(1)

Learning Disability

449

(1)

Learning Disability: A Special Caveat

450

(1)

Attention Deficit Hyperactivity Disorder (ADHD) and without Hyperactivity (ADD)

450

(2)

Attention Deficit Disorder---Relationship to Learning Disability

451

(1)

Identification Biases toward Children Labeled Mildly Mentally Retarded

452

(1)

Early Intervention and Educationally At-Risk Children: A Point of View

453

(2)

Summary

455

(1)

Chapter 15 Key Concepts

455

(1)

Suggestions for Thought Questions and Activities

456

(1)

Internet Activities

456

(1)

Selected Bibliography

456

(1)

Teachers and Parents as Partners in the Diagnostic-Reading and Correction Program

457

(20)

Introduction

457

(1)

Chapter Objectives

458

(1)

Parental Involvement in the Schools

459

(1)

Some Possible Causes for a Change in Attitude toward Parental Involvement

459

(1)

Emergent Literacy and Parents

460

(2)

Research on Parental Involvement in Their Children's Education

462

(2)

Goals 2000: Educate America Act and Parental Involvement in Schools

464

(1)

Parental Involvement in School Programs

465

(1)

Parental Involvement in Regular School Reading Programs

466

(2)

Parental Involvement in Preschool Programs

468

(1)

How Successful Are Parental Involvement Programs?

469

(1)

Grandparents Should Be Involved, Too

469

(2)

Television, Computers, Parents, Children, and Reading

471

(1)

Parent-Teacher Conferences

472

(1)

A Final Word

473

(1)

Parental Involvement: A Point of View

473

(1)

Summary

474

(1)

Chapter 16 Key Concepts

475

(1)

Suggestions for Thought Questions and Activities

475

(1)

Internet Activities

475

(1)

Selected Bibliography

476

(1)

Appendix A Informal Reading Inventory

477

(47)

Appendix B Fry Readability Formula

524

(2)

Appendix C Some Phonological and Grammatical Interferences Between Standard English and Ebonics (Black English) That May Affect Reading

526

(2)

Appendix D A Sample of the Kinds of Problems Spanish-speaking Children Might Have When Attempting to Learn Standard English

528

(1)

Appendix E A Sample of Some of the Difficulties That Chinese Students Might Encounter When Attempting to Learn Standard English

529

(2)

Appendix F NCATE 2000 Unit Standards

531

(2)

Glossary

533

(10)

Index

543

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Diagnosis and Correction in Reading Instruction

Diagnosis and Correction in Reading Instruction

9780205293520

0205293522

Summary

Table of Contents

Supplemental Materials

Write a Review

Amazon no longer offers textbook rentals. We do!

Diagnosis and Correction in Reading Instruction

Diagnosis and Correction in Reading Instruction

9780205293520

0205293522

Summary

Table of Contents

Supplemental Materials

Write a Review

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