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Reading Process

by: Weaver, Constance

Reading Process

by: Weaver, Constance

ISBN 13:
9780325028439
ISBN 10:
0325028435
Edition: 3rd
Format: Paperback
Copyright: 08/17/2009
Publisher: HEINEMANN

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Summary

The Brief Edition of Constance Weaver's classic Reading Process Practice begins with the seemingly simple question What is reading, anyway? What is the essence of the reading process itself? With so many competing, often antithetical interpretations, teachers need an answer they can trust and put to use. Connie Weaver knows the research and her book is designed to help teachers develop their own research-based definition of reading.

Preface	p. xi
Introduction	p. xiii
Introducing the National Reading Panel Report	p. xiv
The Failure of the Reading First Initiative	p. xvi
Reading as a Sociopsycholinguistic Process	p. xviii
Teaching Phonics and Phonemic Awareness	p. xix
Problems with Phonemic Awareness, Phonics, and Fluency in Reading First	p. xxi
Dissecting DIBELS
The Unwanted Demand for Fluency in DIBELS
Reading as a Cognitive, Constructive, and ôChaoticö Process
Definitions of Reading: They Make a Difference	p. 1
The Importance of a Definition	p. 1
Characterizing Reading and Reading Instruction	p. 4
Activity 1
Activity 2
Activity 3
For Further Exploration	p. 10
Schemas and Transactions in the Reading Process	p. 14
Comprehending and Learning to Read	p. 14
The Meaning of Words and Sentences: A First Look	p. 15
Schemas: What Are They?	p. 17
Schemas in Reading	p. 19
Schemas and Transactions	p. 21
Pragmatics: Situational, Social, and Cultural Factors in Reading	p. 24
Transactions Within the Language of the Text: Grammatical Signals	p. 27
Surface Versus Deep Structure	p. 29
Contrasting Models of Reading and Learning to Read	p. 32
Comprehending Language in Reading
A skills View of Reading and Learning to Read
A Transactional, Sociopsycholinguistic View of Reading and Learning to Read
For Further Exploration	p. 38
Contexts and Strategies in the Reading Process	p. 41
The Varieties of Context: An Overview	p. 41
Context Beyond the Sentence and the Text	p. 44
Using Context to Determine Meaning and Acquire Vocabulary
Using Context to Identify Words
Context Within the Sentence	p. 49
Language Cues and Reading Strategies	p. 52
Context in Reading: Review and Preview	p. 54
For Further Exploration	p. 57
What Miscues Tell Us About Reading and Readers: Reciprocal Insights	p. 61
Reading Proficiency and the Use of Context	p. 62
Miscues on Basic Sight Words
Constructing Meaning and Reconstructing Text
Good Versus Less Proficient Readers' Use of Context
Why Not Word Identification?	p. 71
Words as Symbols
Constructing Meaning Without All the Words
Constructing Meaning and Forgetting the Words
Implications for Understanding Dialect Miscues	p. 74
Revaluing Readers	p. 77
Review and Beyond	p. 80
For Further Exploration	p. 81
Word Perception in the Reading Process	p. 88
The Eyes and the Brain	p. 89
Parts of Words at Work	p. 91
Activity 1
Activity 2
Activity 3
Parts of Words in Review
How We Perceive Words	p. 94
Activity 1
Activity 2
Syllables: A Perceptually Salient Unit
More on Reading by Analogy	p. 99
The Role of Phonics Rules in the Reading Process	p. 101
Word Parts and Word Perception in Review	p. 104
Eye Movement and Eye Fixation Studies and the Perception of Words	p. 105
Popular Claims by Oft-Cited Researchers
Eye Fixation Research
Proficient Reading: ôFlowö Rather than ôFluencyö	p. 110
Toward a More Complete Model of the Reading Process	p. 111
For Further Exploration	p. 116
Understanding What Miscues Can Tell Us About Readers' Strategies	p. 120
What We Can Learn by Analyzing Miscues	p. 121
Miscue Markings	p. 122
Substitution
Insertion
Omission
Partial
Reversal
Correction
Unsuccessful Attempt at Correction
Abandoning a Correct Response
Repetition
Pause
Sounding Out
Mumble
Miscues That Reflect Good Strategies	p. 125
Miscues That Reflect Good Prediction
Miscues Involving Pronouns and Function Words
Miscues That Reflect Readers' Language Patterns
Immature Speech Pattern
Ethnic, Social, or Regional Dialect
ESL-Related and EFL-Related Miscues
Miscues That Result from Monitoring Comprehension
Restructurings
Regressions to Correct
Repetitions and Pauses
Miscues That Suggest Inefficient Reading	p. 133
Overcorrection of Miscues
Miscues That Suggest Ineffective Reading	p. 135
The Use of Graphic Cues in Relation to Other Cues	p. 136
Effective Use of Graphic Cues Along with Other Cues
Underuse of Graphic Cues
Overuse of Graphic Cues and Underuse of Other Cues
Related but Different Approaches to Miscue Analysis	p. 138
Miscue Analysis in the Goodman Tradition
Crucial Differences Between Miscue Analysis and Running Records
For Further Exploration	p. 144
Analyzing Miscues and Looking for Patterns	p. 155
Coding the Miscues
Analyzing, Coding, and Interpreting the Data from Tony's Miscues	p. 163
Analyzing and Coding Tony's Miscues
Interpretation of Tony's Miscue Patterns
Another Way of Coding Tony's Miscues
Marking Miscues for Coding	p. 168
How to Mark Miscues on the Selection Copy
General Principles and Procedures for Coding Miscues	p. 170
Did the miscue reflect the speaker's ordinary speech patterns?
Did the miscue go with the grammar and meaning of what came before?
Did the miscue go with the grammar and meaning of what followed?
Did the miscue leave the essential meaning of the sentence intact?
Was the miscue corrected?
Was the miscue graphically similar?
Was the sentence, as the reader finally left it, semantically acceptable ivithin the whole original selection that was read?
Alternative Miscue Analysis Procedures and Forms	p. 175
Analyzing Jay's Miscues	p. 179
Interpretation of Jay's Miscue Patterns
For Further Exploration	p. 183
Developing a Reader Profile: From Assessment to Instruction	p. 184
The Reading Interview and the First Session	p. 185
The Reading Interview
Preparing for and Conducting the First Session
Recording the Data from the Interview
Preparing for and Conducting the Second Session	p. 191
Preparing for the Reading
Preparing for the Retelling and Extended Discussion
Preparing to Ask Questions About a Story
Conducting the Oral Reading and Retelling
Discussion
Recording the Retelling Data
Recording the Miscues on the Selection Copy
Coding the Miscues and Analyzing Patterns
Developing a Reader Profile: Tangling with the Messiness of Reality	p. 200
The Reading Intervieiu
The Retelling and Discussion
Miscues, Miscue Patterns, and Reading Strategies
An Instructional Plan
Additional Forms for Recording Data	p. 208
Other Aspects of a Reading Portfolio and Profile	p. 211
For Further Exploration	p. 211
Revaluing Readers, Retrospective Miscue Analysis, and Other Strategies for Helping Readers	p. 212
Phonics, Words, and Reading	p. 213
Efficient Reading and Fluency	p. 214
Revaluing Readers	p. 215
Erica: From Analysis to Assistance	p. 216
Analyzing Erica's Miscues
Helping Erica Revalue Herself as a Reader
Retrospective Miscue Analysis	p. 221
Teachers Choosing the Miscues for Discussion
Readers Selecting Their Own Miscues for Discussion
Retrospective Miscue Analysis with Pairs or Groups
The ôThink-Aloudö Strategy	p. 226
Helping Readers Develop Needed Concepts, Vocabulary, and Strategies	p. 227
Extra Help Through Shared Reading and Constructive Reading Strategies	p. 228
For Further Exploration	p. 230
Appendix to Chapter 9: Matching Instniction to Readers' Varied Needs	p. 231
Notes	p. 239
References	p. 243
Index	p. 271
Table of Contents provided by Ingram. All Rights Reserved.

Amazon no longer offers textbook rentals. We do!

Reading Process

Reading Process

9780325028439

0325028435

Summary

Author Biography

Table of Contents

Supplemental Materials

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