Reading and Learning to Read, 10th edition

Table of Contents

• Features
• Preface

1. Knowledge and Beliefs About Reading
   • The Importance of Belief Systems
     • Different Beliefs, Different Instructional Decisions
       • Differing Instructional Decisions
     • Reading Instruction and Teachers’ Belief Systems
     • National Initiatives
     • Teacher Preparation
     • Transliteracy
     • Multiple Approaches to Reading Instruction
   • How Teachers Come to Know About Reading and Learning to Read
     • Constructing Personal Knowledge
     • Constructing Practical Knowledge
     • Constructing Professional Knowledge and Expertise
   • Perspectives on Learning to Read
     • Cognitive Insights into Reading and Learning to Read
       • The Alphabetic Principle and Learning to Read
       • Schema Theory and Reading Comprehension
       • Metacognition and Learning
     • Reading from a Language Perspective
       • Psycholinguistics and Reading
       • Sociolinguistics and Reading
   • Models of Reading
     • Bottom-Up Models
     • Top-Down Models
       • Interactive Models
   • RTI for Struggling Readers
   • What About: Standards, Assessment, and Knowledge and Beliefs about Reading?
     • Summary
     • Teacher Action Research
     • Through the Lens of the Common Core
2. Approaches to Reading Instruction
   • Belief Systems and Approaches to Literacy Instruction
     • Beliefs About Reading
   • Curriculum Perspectives
     • Bottom-Up Curricula
       • Readers and Textbooks
     • Top-Down Curricula
       • Classroom Conditions for Learning
     • Instructional Approaches
       • The Basal Reading Approach
       • The Language-Experience Approach
       • Literature-Based Instruction Approaches
       • Technology-Based Instruction
         • Technology-Based Instructional
     • Considerations
     • Individualizing Instruction
     • The Integrated Approach
     • Expertise Matters More than Approach
   • RTI for Struggling Readers
   • What About: Standards, Assessment, and Approaches to Reading Instruction?
     • Summary
     • Teacher Action Research
     • Through the Lens of the Common Core
3. Meeting the Literacy Needs of Diverse Learners
   • Linguistic Diversity in Literacy Classrooms
     • Instructional Beliefs About Linguistic Diversity
     • Instructional Principles for Students Speaking Diverse Languages and Dialects
     • Instructional Strategies for Students Speaking Diverse Languages
       • Sheltered English Adaptations
       • Instructional Conversations
       • Response Protocol
       • Wordless Books
       • Content Area Practices
     • Dialects
       • Code-Switching
       • Dialectical Miscues
   • Cultural Diversity in Literacy Classrooms
     • Instructional Beliefs About Cultural Diversity
     • Instructional Principles for Students from Diverse Cultures
     • Instructional Strategies for Culturally Diverse Students
       • Determining Cultural Expectations
       • Background Knowledge and Motivation
       • Using Culturally Responsive Read-Alouds
       • Choosing Quality Multicultural Literature
       • Fostering Ethnic, National, and Global Identification
       • Technology-Enhanced Instruction
   • Academic and Cognitive Diversity in Literacy Classrooms
     • Instructional Beliefs About Academic and Cognitive Diversity
     • Instructional Principles for Academic and Cognitive Diversity
       • Inclusion
       • Curriculum Compacting
       • Differentiated Instruction
     • Instructional Strategies for Students with Diverse Academic and Cognitive Abilities
       • Multisensory Phonics Strategies
       • Technology-Based Diagnostic Strategies
       • Inquiry Learning
       • Transliteracies
   • RTI for Struggling Readers
   • What About: Standards, Assessment, and Diversity?
     • Summary
     • Teacher Action Research
     • Through the Lens of the Common Core
4. Foundations of Language and Literacy
   • Literacy Development
     • How Oral Language Develops
     • How Reading Develops
       • Phase 1: Awareness and Exploration
       • Phase 2: Experimental Reading and Writing
       • Phase 3: Early Reading and Writing
       • Phase 4: Transitional Reading and Writing
       • Phase 5: Independent and Productive Reading and Writing
     • How Writing Develops
       • The Importance of Scribbling
     • Oral Language and Vocabulary
     • Phonological Awareness
     • Alphabet Knowledge
     • Developmental Writing
     • Print Knowledge
   • Literate Learning Environments
     • Creating Literate Learning Environments at Home
     • Creating Literate Environments in the Classroom
       • Design of the Classroom Environment
       • Literacy-Related Play Centers
   • Facilitating Language and Literacy
     • Learning About Literacy Through Books
     • Storybooks
     • Nonfiction Books
     • Big Books
     • E-Books
     • Class-Made Books
     • Steps to Follow in Producing Language-Experience Stories
       • Having Students Dictate Stories
   • Learning About the Relationships Between Speech and Print
   • Learning About Features of Written Language
   • Learning About Letters and Sounds
     • Recognizing Letters
     • Phonological Awareness
     • Phonemic Awareness
       • Developing Phonemic Awareness in Children
   • Assessing Language and Literacy in Young Children
     • Assessing Print Knowledge
     • Assessing Alphabet Knowledge
     • Assessing Phonological Awareness and Phonemic Awareness
     • Assessing Developmental Writing
   • RTI for Struggling Readers
   • What About: Standards, Assessment, and Beginning Readers and Writers?
     • Summary
     • Teacher Action Research
     • Through the Lens of the Common Core
5. Assessing Reading Performance
   • Toward a Collaborative Framework for Decision Making
   • Trends in Assessment
     • High-Stakes Testing
     • Authentic Assessment
     • Technology in Assessment
   • Formal Assessment
     • Standardized Tests
       • Types of Test Scores
       • Types of Tests
       • Uses of Standardized Test Results
     • Criterion-Referenced Tests
   • Informal Assessment
     • Informal Reading Inventories
       • Administering an IRI
       • Recording Oral Reading Errors
       • Determining Reading Levels
     • Analyzing Oral Reading Miscues
     • Running Records
       • Administering a Running Record
       • Analyzing Running Records
     • Kidwatching While Teaching
       • Anecdotal Notes
       • Checklists
       • Interviewing
     • Other Informal Assessments
   • Portfolio Assessment
     • Essential Elements of Portfolios
     • Implementing Portfolios in the Classroom
   • Assessment Today and Tomorrow
   • RTI for Struggling Readers
   • What About: Standards, Assessment, and Reading Performance?
     • Summary
     • Teacher Action Research
     • Through the Lens of the Common Core
6. Word Identification
   • Defining Word Identification
   • Phases of Development in Children’s Ability to Identify Words
   • Approaches and Guidelines for Teaching Phonics
     • Traditional Approaches
       • Analytic Phonics Instruction
       • Synthetic Phonics Instruction
       • Syllables
     • Contemporary Approaches
       • Analogy-Based Phonics Instruction
       • Embedded Phonics Instruction
       • Guidelines for Contemporary Phonics Instruction
   • Strategies for Teaching Phonics
     • Consonant-Based Strategies
       • Multisensory Activities
       • Consonant Substitution
       • Flip Books
       • Making Words
       • Word Ladders
       • Cube Words
     • Analogic-Based Strategies
       • Poetry
       • Making and Writing Words Using Letter Patterns
     • Spelling-Based Strategies
       • Word Banks
       • Word Walls
       • Word Sorting
   • Using Meaning and Letter–Sound Information to Identify Words
     • Strategies for Teaching Context
       • Cloze Passages
       • Cloze with Choices Given
       • Guessing Games
       • Semantic Gradients and Context Clues
     • Cross-Checking and Self-Monitoring Strategies
   • Using Structural Analysis to Identify Words
     • Strategies for Teaching Structural Analysis
       • Word Study Notebook
       • Wall Chart Carousel
       • Compound Word Cups
       • Contraction Search
   • Rapid Recognition of Words
     • High-Frequency Words
     • Teaching Function Words
       • Incremental Rehearsal
       • Language-Experience Strategy
       • Word Walls
       • Environmental Print
       • Word Games
       • Literature and Poetry
     • Teaching Key Words
       • Group Activities with Key Words
   • Organizing Word Identification Instruction
     • Principle 1
     • Principle 2
     • Principle 3
   • Balancing Word Identification Instruction
   • RTI for Struggling Readers
   • What About: Standards, Assessment, and Word Identification?
     • Summary
     • Teacher Action Research
     • Through the Lens of the Common Core
7. Reading Fluency
   • Defining Oral Reading Fluency
     • Accuracy in Word Decoding
     • Automatic Processing
     • Prosody
     • Predictability of Reading Materials
   • Developing Oral Reading Fluency
     • Strategies for Groups of Students
       • Choral Reading
       • Echo Reading
       • Fluency-Oriented Reading Instruction (FORI)