Acknowledgments |
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xv | |
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SECTION I Introduction to Reading Instruction and Assessment |
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1 | (52) |
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1 | (1) |
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1 | (1) |
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1 Understanding the Nature of Reading and Schools |
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2 | (17) |
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2 | (10) |
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Characteristics of Readers |
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2 | (1) |
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3 | (1) |
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3 | (1) |
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Factors that Make Students "At-risk" |
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4 | (1) |
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4 | (1) |
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5 | (1) |
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English Language Development |
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6 | (4) |
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Language-based Disabilities |
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10 | (2) |
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12 | (5) |
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13 | (1) |
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External Influences on School Performance |
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14 | (1) |
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15 | (2) |
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17 | (2) |
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19 | (14) |
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Fundamentals of Assessment |
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19 | (7) |
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19 | (1) |
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19 | (1) |
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20 | (1) |
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20 | (1) |
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Observed Testing Behavior |
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20 | (1) |
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21 | (1) |
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22 | (1) |
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Characteristics of Formal Assessments |
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23 | (1) |
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Purposes of Formal Assessments of Reading |
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24 | (1) |
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24 | (1) |
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Characteristics of Informal Assessments |
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24 | (1) |
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Purposes of Informal Assessments of Reading |
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25 | (1) |
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26 | (4) |
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28 | (1) |
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28 | (1) |
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29 | (1) |
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29 | (1) |
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29 | (1) |
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Application Vignette: A New Student in Mrs. Jones' 4th Grade Classroom |
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30 | (3) |
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3 Informal Reading Inventories |
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33 | (20) |
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Fundamentals of Informal Reading Inventories |
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33 | (5) |
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33 | (1) |
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34 | (1) |
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35 | (1) |
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35 | (1) |
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35 | (1) |
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36 | (1) |
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36 | (1) |
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37 | (1) |
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38 | (5) |
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38 | (1) |
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Purpose and Information Obtained from an IRI |
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38 | (1) |
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Qualifications to Administer an IRI |
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38 | (1) |
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39 | (1) |
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39 | (1) |
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General Assessment Procedures |
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39 | (1) |
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Procedures for Administering Word Lists |
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40 | (1) |
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Procedures for Administering Passages |
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41 | (1) |
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41 | (2) |
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Application Vignette: Administering an IRI from Beginning to End |
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43 | (8) |
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45 | (4) |
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49 | (2) |
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Section I Application Activities |
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51 | (1) |
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51 | (1) |
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Partner Activity/Discussion |
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51 | (1) |
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Learn More: Multimedia Activity |
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51 | (2) |
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SECTION II Foundations of Early Reading and Writing |
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53 | (54) |
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53 | (1) |
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53 | (1) |
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4 Oral Language Development |
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54 | (14) |
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Fundamentals of Language Development |
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54 | (5) |
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54 | (1) |
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55 | (1) |
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55 | (1) |
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56 | (1) |
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56 | (1) |
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57 | (1) |
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Stages of Language Development |
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57 | (1) |
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57 | (1) |
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58 | (1) |
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Developing Language Stage |
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58 | (1) |
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Language for Learning Stage |
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59 | (1) |
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Adolescent/Advanced Language Stage |
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59 | (1) |
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59 | (9) |
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Early Learning Experiences |
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59 | (3) |
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Fostering Language Development in K--12 Classrooms |
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62 | (1) |
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Fostering Listening Comprehension |
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63 | (5) |
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68 | (22) |
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Fundamentals of Early Reading |
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68 | (6) |
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68 | (1) |
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68 | (2) |
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70 | (2) |
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72 | (1) |
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73 | (1) |
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74 | (13) |
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Set the Stage for Learning |
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75 | (1) |
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Modeling, Modeling, and More Modeling |
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76 | (1) |
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76 | (2) |
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78 | (1) |
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Developmentally Appropriate Explicit Instruction |
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79 | (1) |
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Phonological Awareness Activities |
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79 | (3) |
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Letter/Sound Correspondence Activities |
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82 | (1) |
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Structured Writing Activities |
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82 | (1) |
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82 | (1) |
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Big Book and Library/Reading Center |
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83 | (1) |
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84 | (1) |
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84 | (1) |
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85 | (1) |
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Blocks and Puzzles Center |
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85 | (1) |
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Multimedia/Computer Center |
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86 | (1) |
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Application Vignette: Literacy Integrated with Kindergarten Science (LINKS) |
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87 | (3) |
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6 Supporting All Students in Early Reading Development |
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90 | (17) |
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Students Who Struggle to Develop Early Reading Skills |
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90 | (3) |
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Challenges Stemming from English Language Development |
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90 | (2) |
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Challenges Stemming from Disability |
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92 | (1) |
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Assessment of Oral Language and Early Reading Skills |
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93 | (4) |
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94 | (1) |
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Observation/Authentic Assessment |
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94 | (1) |
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Observation of Oral Language Development |
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94 | (1) |
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Observation of Early Reading Development |
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95 | (1) |
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Early Progress Monitoring |
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96 | (1) |
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Instructional Supports for Struggling Readers |
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97 | (4) |
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Selection of Instructional Materials |
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97 | (1) |
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Considerations for Instruction |
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98 | (3) |
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Additional Learning Opportunities |
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101 | (1) |
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Specialized Instruction: Language and Early Reading |
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101 | (2) |
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Section II Application Activities |
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103 | (1) |
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103 | (1) |
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Partner Activity/Discussion |
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103 | (1) |
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Learn More: Multimedia Activity |
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104 | (3) |
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SECTION III Accessing Text |
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107 | (52) |
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107 | (1) |
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107 | (1) |
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7 Word Identification Skills and Fluency |
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108 | (16) |
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Fundamentals of Word Identification |
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108 | (6) |
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108 | (1) |
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Phonetically Regular Words |
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108 | (4) |
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Phonetically Irregular Words |
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112 | (1) |
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112 | (1) |
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113 | (1) |
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Texts Appropriate for Instruction |
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113 | (1) |
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Texts Appropriate for Independent Practice |
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113 | (1) |
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Texts that Should Be Avoided |
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113 | (1) |
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The Instructional Environment |
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113 | (1) |
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114 | (10) |
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115 | (2) |
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117 | (1) |
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118 | (2) |
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Approaches for Promoting Reading Fluency |
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120 | (1) |
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120 | (1) |
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120 | (1) |
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120 | (1) |
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121 | (1) |
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Self-monitoring When Reading Connected Text |
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122 | (2) |
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8 Intensive Reading Intervention |
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124 | (17) |
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Fundamentals of Intensive Reading Interventions |
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124 | (4) |
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Students Who Need Intensive Intervention |
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124 | (1) |
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Comprehensive Intensive Reading Programs |
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125 | (1) |
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Direct Instruction Approaches |
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126 | (1) |
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Orton-Gillingham Approaches |
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127 | (1) |
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Scope and Sequence of Intensive Reading Program Curriculums |
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128 | (6) |
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129 | (1) |
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Phonetically Regular Words |
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129 | (3) |
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Phonetically Irregular Words and Sight Words |
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132 | (1) |
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133 | (1) |
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134 | (1) |
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Increased Explicitness of Instruction in Intensive Reading Programs |
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134 | (3) |
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Instructional Environment and Arrangement |
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135 | (2) |
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137 | (1) |
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Specialized Instruction: Skill Specific/Supplemental Reading Programs |
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137 | (4) |
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9 Supporting All Students in Accessing Text |
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141 | (18) |
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Students Who Struggle with Word Identification |
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141 | (2) |
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Challenges Stemming from English Language Development |
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141 | (1) |
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Challenges Stemming from Disability |
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142 | (1) |
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Challenges for Older Struggling Readers |
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143 | (1) |
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Assessment of Student Ability to Access Text |
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143 | (6) |
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Observation/Authentic Assessment |
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144 | (1) |
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145 | (1) |
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Informal Reading Inventories |
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146 | (1) |
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Computer-based Assessments |
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146 | (1) |
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146 | (1) |
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Oral Reading Fluency Assessments |
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147 | (2) |
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Instructional Supports for Struggling Students |
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149 | (3) |
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Selection of Instructional Materials |
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149 | (1) |
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Considerations for Instruction |
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149 | (2) |
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Additional Learning Opportunities |
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151 | (1) |
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Specialized Instruction: Basic Reading Skills |
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152 | (3) |
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Section III Application Activities |
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155 | (1) |
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155 | (1) |
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Partner Activity/Discussion |
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155 | (1) |
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Learn More: Multimedia Activity |
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156 | (3) |
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SECTION IV Understanding Text |
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159 | (50) |
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159 | (1) |
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159 | (1) |
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160 | (18) |
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Fundamentals of Reading Comprehension |
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160 | (4) |
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160 | (1) |
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160 | (1) |
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161 | (1) |
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Reading Comprehension Strategies |
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161 | (1) |
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162 | (1) |
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Pay Attention and Problem Solve |
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163 | (1) |
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164 | (1) |
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164 | (14) |
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Fostering Acquisition and Self-regulation of Reading Strategies |
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164 | (1) |
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165 | (1) |
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Guided Practice of Strategy Use |
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165 | (1) |
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Independent Practice of Strategy Use |
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166 | (1) |
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Strategies that Help Students Plan |
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167 | (1) |
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Setting a Purpose for Reading |
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167 | (1) |
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168 | (1) |
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Activating Background Knowledge |
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169 | (1) |
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Strategies that Help Students Pay Attention and Problem Solve |
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169 | (1) |
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169 | (1) |
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170 | (2) |
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Strategies that Help Students Process Information |
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172 | (1) |
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Using Retelling and Summarizing Strategies to Synthesize Information |
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172 | (1) |
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Using Text Structure and Graphic Organizers to Make Connections |
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173 | (5) |
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11 Background Knowledge (Including Vocabulary) |
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178 | (15) |
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Fundamentals of Background Knowledge |
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178 | (3) |
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178 | (1) |
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179 | (1) |
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Types of Vocabulary Words |
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179 | (1) |
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Depth of Word Understanding |
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180 | (1) |
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181 | (8) |
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Building Background Knowledge |
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182 | (1) |
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182 | (1) |
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Visual Aids and Multimedia |
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183 | (1) |
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183 | (1) |
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Building Vocabulary through Language Development and Reading |
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183 | (1) |
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Foster Student Interest and Awareness of Words |
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183 | (1) |
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184 | (1) |
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Foster Students' Independent Learning of Words While Reading |
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184 | (1) |
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Building Vocabulary through Explicit Instruction |
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185 | (1) |
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185 | (1) |
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186 | (1) |
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186 | (2) |
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Activating Background Knowledge |
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188 | (1) |
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Application Vignette: DIVE |
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189 | (4) |
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12 Supporting All Students in Understanding Text |
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193 | (16) |
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Students Who Struggle with Reading Comprehension |
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193 | (2) |
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Challenges Stemming from English Language Development |
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193 | (1) |
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Challenges Stemming from Disability |
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194 | (1) |
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Assessment of Student Understanding of Text |
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195 | (4) |
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Observation/Authentic Assessment |
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196 | (1) |
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Informal Reading Inventories |
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197 | (1) |
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197 | (1) |
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197 | (1) |
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Computer-based Assessments |
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198 | (1) |
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198 | (1) |
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Instructional Supports for Struggling Readers |
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199 | (4) |
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Selection of Instructional Materials |
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200 | (1) |
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Considerations for Instruction |
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200 | (3) |
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Additional Learning Opportunities |
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203 | (1) |
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Specialized Instruction: Comprehension |
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203 | (3) |
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Section IV Application Activities |
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206 | (1) |
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206 | (1) |
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Partner Activity/Discussion |
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206 | (1) |
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Learn More: Multimedia Activity |
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207 | (2) |
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SECTION V Writing and Spelling |
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209 | (36) |
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209 | (1) |
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209 | (1) |
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13 The Development of Writing and Spelling |
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210 | (19) |
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Fundamentals of the Writing Process |
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210 | (12) |
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210 | (1) |
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Components of Written Expression |
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210 | (1) |
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210 | (1) |
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Mechanics and Conventions |
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211 | (1) |
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Developmental Spelling Stages |
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212 | (1) |
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212 | (2) |
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Semiphonetic (or Early Letter Name) Stage |
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214 | (2) |
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Phonetic (or Middle/Late Letter Name) Stage |
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216 | (1) |
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Within Word (Transitional Speller) Stage |
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217 | (2) |
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219 | (1) |
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Derivational Constancy Stage |
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219 | (1) |
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220 | (1) |
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221 | (1) |
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222 | (7) |
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Fostering Acquisition of Spelling |
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222 | (1) |
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222 | (1) |
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223 | (1) |
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223 | (1) |
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Fostering Acquisition and Self-regulation of Writing Strategies |
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224 | (1) |
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Strategies that Help Students Plan |
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225 | (1) |
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Strategies for Brainstorming |
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225 | (1) |
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225 | (1) |
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Strategies that Help Students Pay Attention and Problem Solve |
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226 | (1) |
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226 | (1) |
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227 | (1) |
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Strategies that Help Students Present Information |
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228 | (1) |
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14 Supporting All Students in Writing and Spelling |
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229 | (16) |
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Students Who Struggle with Writing and Spelling |
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229 | (3) |
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Challenges Stemming from English Language Development |
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229 | (1) |
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Challenges Stemming from Disability |
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230 | (2) |
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Assessment of Student Spelling Skills |
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232 | (3) |
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Observation/Authentic Assessment |
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233 | (1) |
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Teacher-made Spelling Tests |
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233 | (1) |
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Informal Spelling Inventories |
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233 | (2) |
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Instructional Supports for Struggling Spellers |
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235 | (2) |
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Selection of Instructional Materials |
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235 | (1) |
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Considerations for Instruction |
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236 | (1) |
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Additional Learning Opportunities |
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236 | (1) |
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Specialized Instruction: Spelling |
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237 | (1) |
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Assessment of Student Writing Skills |
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237 | (2) |
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Observation/Authentic Assessment |
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238 | (1) |
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Teacher-made Tests of Writing Skills |
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239 | (1) |
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Instructional Supports for Struggling Writers |
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239 | (2) |
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Selection of Instructional Materials |
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239 | (1) |
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Considerations for Instruction |
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239 | (2) |
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Additional Learning Opportunities |
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241 | (1) |
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Specialized Instruction: Writing |
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241 | (2) |
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Section V Application Activities |
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243 | (1) |
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243 | (1) |
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Partner Activity/Discussion |
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243 | (1) |
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Learn More: Multimedia Activity |
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243 | (2) |
Appendix A |
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245 | (1) |
Appendix B |
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246 | (2) |
Appendix C |
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248 | (3) |
Appendix D |
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251 | (2) |
Index |
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253 | |