Effective Reading Strategies : Teaching Children Who Find Reading Difficult,9780130996695

Effective Reading Strategies : Teaching Children Who Find Reading Difficult

by ;
Edition: 2nd
ISBN13: 9780130996695
ISBN10: 0130996696
Format: Paperback
Pub. Date: 2000-01-01
Publisher(s): PRENTICE HALL
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Summary

This text is appropriate for undergraduate and graduate Reading Diagnosis and Remediation courses, courses in meeting individual needs in reading, or as a supplement in clinical courses.This practical text clearly defines the reading and writing process and demonstrates how to assist students with reading difficulties. It offers an easy-to-read format that includes an extensive and rich digest of instructional strategies that have been proven effective in helping children who experience difficulty in learning to read. Strategies and stories in teachers' voices help make this book useful and inviting.

Table of Contents

New Perspectives on Helping Students Become Literate
2(16)
Authentic and Engaged Reading Classrooms
5(2)
Corrective Reading in an Authentic and Engaged Context
7(2)
Principles of Authentic and Engaged Corrective Instruction
9(4)
Use Authentic and Whole Texts
9(1)
Focus on Students' Motivation and Interest in Reading
10(1)
Maximize the Amount of Reading of Connected Text
10(1)
Provide for High Levels of Engagement
11(1)
Make Connections
11(1)
Let Students Lead the Way
11(1)
Be More Than a Teacher
11(1)
Provide Support When Needed
12(1)
Focus on Success
12(1)
Everybody's a Teacher, Everybody's a Learner
12(1)
Involve Parents
13(1)
A New Direction for Teaching Struggling Readers
13(3)
The Instructional Framework
16(18)
Accommodation
18(4)
Students' Conceptual Needs and Beliefs
18(2)
Students' Instructional Needs and Beliefs
20(2)
Developing Communities of Learners
22(2)
How Much Time on What Kind of Task?
24(1)
Establishing Instructional Routines
25(4)
Read Aloud
25(1)
Sustained Silent Reading
26(1)
Choice Time
27(1)
Mini-Lessons
28(1)
Creating a Literate Environment
29(1)
Room Arrangements
29(1)
Materials
30(1)
What Do Teachers Do?
30(4)
Developing Positive Attitudes about Reading
34(20)
Motivation to Read: A View from Children
36(1)
What Affects Motivation?
37(1)
Finding Out about Attitudes and Interests
38(4)
Learning to Expect Success
42(5)
Exemplary Classrooms
42(1)
Conditions of Language Learning
43(3)
A Success-Based Classroom
46(1)
Learning to Value Reading
47(4)
How Do We Decide about the Value of Reading?
47(2)
Schoolwide Programs
49(1)
Classroom Programs
50(1)
Learning to Value Reading
51(3)
Early Intervention
54(22)
Components of Exemplary Early Reading Instruction
55(4)
Read to Students
55(1)
Language Experience
56(1)
Predictable and Enlarged Texts
57(1)
Environmental Print
57(1)
Daily Independent Reading
58(1)
Daily Writing
58(1)
Parent Involvement
59(1)
Phonemic Awareness: A Necessity for Reading
59(9)
How Students Develop Phonemic Awareness
60(1)
Assessing Phonemic Awareness
61(2)
Teaching and Nurturing Phonemic Awareness Through Text Play and Writing
63(2)
Teaching and Nurturing Phonemic Awareness Through More Focused Activities
65(3)
Creating Powerful Instructional Routines
68(8)
Word Recognition
76(26)
Old and New Ways of Word-Recognition Instruction
80(20)
Phonics
81(2)
Language Experience Approach
83(1)
Key Words and Word Banks
84(1)
Weekly Word Bank
85(1)
Word Sorts
86(1)
Word Walls
87(1)
Word Families
88(2)
Making Words
90(1)
Making and Writing Words
91(2)
Contextual Analysis
93(2)
Dealing with Longer Words
95(1)
Reading and Games
96(2)
Multimodality Approaches to Word Recognition
98(2)
Fluency Building and Wide Reading
100(1)
Making It Work Through Instructional Routines
100(2)
Nurturing Fluent Reading
102(24)
Assessing Reading Fluency
104(2)
Model Fluent Reading
106(1)
Repeated Readings
107(1)
Performance
108(4)
Paired Reading
112(1)
Tape-Recorded Passages
113(2)
Choral Reading
115(1)
Marking Phrase Boundaries
116(1)
Choice of Texts
117(2)
Fluency Development Lesson
119(2)
Oral Recitation Lesson
121(1)
Shared Book Experience
121(1)
Support-Reading Strategy
122(1)
We Can't Neglect Reading Fluency
122(4)
Building Vocabulary
126(22)
Traditional Vocabulary Instruction
128(2)
Two Dimensions of Vocabulary
130(1)
Good Ways to Learn New Words
131(1)
Principles of Effective Vocabulary Instruction
132(2)
List Group Label
134(2)
Other Categorization Activities
136(2)
Concept Map
138(1)
Possible Sentences
139(1)
Analogies
140(1)
Word Stories and Histories
141(1)
Words for the Day
142(1)
Games and Puzzles
143(3)
Wordo
143(1)
Concentration (or Match)
144(1)
Scattergories
144(1)
Balderdash
144(1)
Hinky Pinkies
144(2)
Integrating Vocabulary Throughout the Curriculum
146(2)
Comprehension Development with Literary Text
148(22)
Supporting Comprehension before Reading
151(5)
Jackdaws
152(1)
Related Readings
152(2)
Other Media and Activities
154(1)
Story Mapping
155(1)
Role Playing
156(1)
Supporting Comprehension During Reading
156(6)
Directed Reading-Thinking Activity (DR-TA)
157(2)
Think-Pair-Share
159(1)
Character Sketches
160(1)
Linguistic Roulette
160(1)
Imagery
161(1)
Extending Comprehension After Reading
162(5)
Group Mapping Activity
162(1)
Sketch to Stretch
163(1)
(Write and Share)2
163(1)
Agree or Disagree? Why?
164(1)
Bleich's Heuristic
164(1)
Compare-and-Contrast Charts
165(1)
Reader's Theater
166(1)
Response Journals
167(1)
Readers' Workshop and Literature Circles
167(2)
Instruction to Promote Comprehension
169(1)
Comprehension Development with Nonfiction Text
170(20)
Prereading Activities
172(7)
Word Sorts
173(1)
Brainstorming
174(1)
Anticipation Guides
174(2)
K-W-L
176(1)
Building Background Knowledge
177(2)
Activities to Support Students During Reading
179(4)
Directed Reading-Thinking Activity
180(2)
Dialectic Journal
182(1)
Save the Last Word for Me
182(1)
Postreading Activities
183(5)
Distinctive-Features Activity
184(1)
Herringbone
185(1)
Guided Reading Procedure
185(2)
Discussion Web
187(1)
Response Activities
188(1)
Principles for Effective Comprehension Instruction
188(2)
Writing Development
190(20)
Learning About Written Language
192(1)
Why Should Readers Write?
193(1)
Discovering What Children Know About Writing
194(3)
Supporting Writers: General Principles
197(4)
Classroom Atmosphere: Lots of Writing
197(1)
Talk About Writing
198(1)
Support, Encouragement, and Acceptance
199(1)
Modeling and Corrections
200(1)
Writing Activities
201(4)
Personal Journals
201(1)
Dialogue Journals
202(1)
Learning Logs or Content Area Journals
203(2)
A Closer Look at Spelling
205(1)
Copy Change
206(2)
Writing is Meant to Be Read
208(2)
Putting It All Together: Making Reading Programs That Work
210(14)
Guidelines for Program Development
212(4)
Focusing the Program
213(1)
Massed and Spaced Practice or Activity
214(1)
Consistency Over Time
215(1)
Proficient, Professional Instructors
215(1)
Effective Instructional Programs
216(6)
Reading Recovery
216(1)
Literacy Lesson Framework
217(1)
The Four Blocks
218(2)
Success for All
220(1)
The Curious George Strategy
221(1)
Fluency Development Lesson
222(1)
Make It Work for You
222(2)
Involving Parents in Children's Reading
224(20)
Use Proven and Effective Strategies
226(1)
Provide Training, Communication, and Support
227(1)
Real Reading
227(1)
Make Activities Easy and Consistent
228(1)
Make Reading Fun
228(1)
Provide Texts and Other Instructional Materials for Parents
228(1)
Provide Ways to Document Home Activities
229(1)
Be Consistent Over the Long Term
229(1)
Successful Parent Involvement Programs
229(15)
Communication
229(2)
Encouragement and Incentive Programs
231(4)
Paired Reading
235(1)
Fast Start in Reading
236(3)
Backpack Programs
239(5)
Determining Instructional Needs: Observing Readers in Action
244(21)
The Classroom as Setting, the Reader as Informant
246(2)
The Value of Portfolio Assessment
248(2)
The Importance of Observation
250(5)
Why Kidwatching?
251(1)
Professional Judgment in Making Diagnostic Decisions
251(3)
Observing Throughout the School Day
254(1)
Techniques and Strategies
255(8)
Anecdotal Notes
255(1)
Checklists and Charts
256(2)
Conversations and Interviews
258(2)
Performance Samples
260(3)
Observing, Understanding, and Helping Students
263(2)
Appendix A Award-Winning Books 265(14)
Appendix B Poetry and Rhymes for Reading 279(2)
Appendix C Predictable Pattern Books 281(4)
Appendix D Series Books 285(2)
Appendix E Alphabet, Number, and Other Concept Books 287(4)
Appendix F Common Word Families 291(2)
Appendix G Maze and Cloze Activities 293(2)
Appendix H Internet Sites 295(6)
Appendix I Sources of Information on Word Histories and Word Play 301(2)
Appendix J Meaningful Prefixes, Suffixes, and Word Parts 303(4)
Appendix K Magazines for Children 307(7)
Appendix L Bookmaking Ideas 314(3)
Appendix M Sample Letter to Parents 317(2)
Appendix N Professional Resources 319(2)
References 321(10)
Author Index 331(4)
Subject Index 335(8)
About the Authors 343

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