Teaching Children to Read and Write : Becoming an Effective Literacy Teacher,9780205325320

Teaching Children to Read and Write : Becoming an Effective Literacy Teacher

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Edition: 3rd
ISBN13: 9780205325320
ISBN10: 0205325327
Format: Hardcover
Pub. Date: 2002-01-01
Publisher(s): Allyn & Bacon
List Price: $110.21

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Summary

"Teaching Children to Read and Write" takes an evidence-based approach to the theories and methods needed to become an effective literacy teacher. The fourth edition emphasizes the characteristics of the effective literacy teacher, one who engages, motivates, and helps his/her students. The effective literacy teacher also relies on teaching strategies that are up-to-date and proven by research to work. The effective literacy teacher must also understand the essential foundations of literacy teaching, and "Teaching Children to Read and Write" presents comprehensive information about the theories, approaches, data, and standards needed to ensure that students are well-prepared to teach literacy in todayAs educational environment!

Author Biography

Robert B. Ruddell is Professor Emeritus in the Language, Literacy, and Culture Faculty Group at the University of California at Berkeley.

Table of Contents

Preface xxv
Acknowledgments xxxi
About the Author xxxiii
Becoming an Effective and Influential Literacy Teacher
1(27)
Characteristics of Influential Teachers
4(7)
Believing in Influential Teaching
4(1)
Recognizing Effective Teaching
5(2)
Understanding Children's Literacy Development
7(1)
Understanding Links between Literacy Theory, Research, and Practice
7(1)
The NAEP Reading Report Card
8(2)
Responses to the NAEP Findings
10(1)
Using Effective Instructional Strategies
10(1)
An Overview of Effective Instructional Approaches
11(4)
The Basal Reader Approach
11(1)
The Literature-Based Approach
11(1)
The Whole Language Approach
12(2)
Characteristics of Exemplary Reading Programs
14(1)
A Historical Perspective on Literacy Instruction in the United States
15(9)
Reading and Writing from Colonial Times to the Modern Era, 1607-1910
15(3)
Reading and Writing in the Twentieth Century
18(3)
Literacy Trends and Implications
21(3)
The Challenge of Becoming an Effective and Influential Teacher
24(2)
Chapter Summary
26(1)
Bridges to the Classroom
26(1)
Bridges to Practice and Research
27(1)
Understanding Meaning Making and the Reading and Writing Process
28(31)
Expert Reader Competencies
30(1)
Word Analysis
30(1)
Meaning Clues
30(1)
Story Schemata
30(1)
Motivation
31(1)
Hypothesizing
31(1)
Comprehension Strategies
31(1)
Children's Oral Language Development
31(4)
Mastering Phonology
32(1)
Mastering Grammar
32(1)
Mastering Syntax
33(1)
Developing Vocabulary
34(1)
Children's Emergent Literacy and Literacy Development in the Elementary School Years
35(7)
Emergent Writing
35(1)
Invented Spelling and Patterns of Spelling Development
35(3)
Writing Development
38(1)
Writing in the Primary Grades
39(1)
Writing in the Intermediate Grades
39(1)
Reading Acquisition in the Primary Grades
39(1)
Phonics and Other Word Analysis Skills in Grades K-3
40(1)
Comprehension in Grades K-3
41(1)
Story Reading in Grades K-3
41(1)
Reading Development in the Intermediate Grades
41(1)
Word Analysis in Grades 4-6
41(1)
Story Comprehension in Grades 4-6
42(1)
Content Area Reading in Grades 4-6
42(1)
Factors that Influence Oral and Written Language Development
42(4)
Motivation for Literacy Learning
43(1)
Learning Functions of Language
44(1)
Influence of Home, Community, and Classroom
44(2)
The Sociocognitive Theory of Language and Literacy Development
46(3)
Piaget's Theory of Cognitive Development
46(1)
Vygotsky's Zone of Proximal Development
47(1)
Schema Theory
48(1)
Background Knowledge as the Basis for Comprehension
49(1)
Comprehension as a Constructive Process
49(1)
The Reading Process-A Synthesis
49(8)
Selectively Activating Background Knowledge
50(1)
Activating and Applying Monitoring Strategies
51(2)
Using Constructed Meaning for Expected Outcomes
53(1)
Helping Students Develop Expert Reader Competencies
54(3)
Chapter Summary
57(1)
Bridges to the Classroom
57(1)
Bridges to Practice and Research
58(1)
Understanding Early Reading and Writing Development
59(44)
Types of Meaning in Meaning Negotiation
61(2)
Ambiguity and Risk in Meaning Negotiation
63(2)
Optimal Conditions for Literacy Learning
65(1)
Children's Early Reading Development
66(1)
Developing Literacy Awareness
66(23)
Teaching Conventions of Reading
69(1)
Directional Concepts
70(1)
Geometric Shape Language
70(1)
Class Participation Rules
70(1)
Language of Instruction
71(1)
Teaching Picture and Print Awareness
71(1)
Concepts about Pictures and Print
71(1)
Picture Books and Picture Storybooks
72(1)
Big Books and Oral Story Reading
73(1)
Language Experience Charts
74(1)
Letter Recognition Knowledge
75(2)
Teaching Phonemic Awareness
77(1)
Developing Phonemic Awareness
78(1)
Phonemic Segmentation
79(1)
Teaching Observation and Writing Awareness
80(1)
Expression through Art
80(1)
Descriptive Language from Observation
80(1)
Descriptive Language from Sensory Experience
80(1)
Language Experience Stories
81(1)
Collecting and Recording Words and Images
81(2)
Teaching Concepts of Story and Narrative
83(1)
Shared Book Experiences
84(1)
Predictable Books
84(1)
The Directed Listening-Thinking Activity (DL-TA)
85(2)
Teaching Positive Reading and Literacy Attitudes
87(2)
Early Literacy Classrooms
89(12)
Organization of K-1 Classrooms
89(1)
Home Tables
89(1)
Circle Area Tables
90(1)
Reading Center Tables
90(2)
Writing Center
92(1)
Art, Activity, and Play Centers
93(1)
Organization of the Kindergarten Day
94(1)
Managing the Classroom
94(1)
Establishing Rules and Routines
94(2)
Showing Children How to ``Do'' School
96(1)
Observations and Recording of Children's Progress
97(4)
Chapter Summary
101(1)
Bridges to the Classroom
101(1)
Bridges to Practice and Research
102(1)
Using Instructional Strategies to Develop Reading Comprehension
103(47)
Children's Comprehension Development
105(1)
Comprehension Instruction in the Classroom
106(10)
The Teacher's Role in Comprehension Instruction
107(1)
Encouraging Active Thinking
107(1)
Facilitating Active Involvement
108(1)
Four Levels of Thinking
108(1)
Using the Four Levels of Thinking in the Classroom
109(1)
Seven Comprehension Skills
110(1)
Identifying Details
110(1)
Establishing Sequence of Events
111(1)
Associating Cause and Effect
111(1)
Determining Main Idea
111(1)
Predicting Outcomes
112(1)
Valuing
112(1)
Problem Solving
112(1)
Eight Questioning and Discussion Strategies
112(1)
Focusing
112(1)
Extending
113(1)
Clarifying
113(1)
Raising
113(1)
Receiving
113(1)
Controlling
113(1)
Ignoring
114(1)
Wait Time
115(1)
Group Reading Approaches for Comprehension
116(32)
The Directed Reading-Thinking Activity (DR-TA)
116(1)
First Phase of the DR-TA
117(2)
An Example of Cognitive Commerce
119(2)
Second Phase of the DR-TA
121(1)
Tips for Using the DR-TA
121(1)
The Directed Reading Activity (DRA)
121(1)
Five Steps of the DRA
122(1)
A DRA Lesson Plan
123(1)
Comparing DR-TA and DRA
124(1)
Strategies That Target Specific Comprehension Processes
124(1)
PReP (PreReading Plan)
124(1)
PReP Instructional Phase
124(7)
PReP Response Analysis Phase
131(1)
QAR (Question-Answer Relationship) Strategy
132(1)
Introducing QAR
132(2)
Review and Practice
134(1)
Extension to Longer Passages
135(1)
Application to Classroom Reading
136(1)
ReQuest (Reciprocal Questioning)
136(3)
Reciprocal Teaching
139(2)
GMA (Group Mapping Activity)
141(7)
Chapter Summary
148(1)
Bridges to the Classroom
149(1)
Bridges to Practice and Research
149(1)
Building Vocabulary and Comprehension Connections
150(30)
Vocabulary Acquisition
151(2)
Goals and Objectives of Vocabulary Instruction
153(1)
Active Learning in Vocabulary Learning Contexts
154(5)
Word Reasoning
155(1)
Motivation for Word Learning
156(1)
Criteria for Word Selection
157(2)
Before-Reading Vocabulary Instruction: Teaching Vocabulary in Context (TVC)
159(1)
During-Reading Vocabulary Instruction: The Context-Structure-Sound Reference (CSSR) System
160(1)
After-Reading Vocabulary Instruction: The Vocabulary Self-Collection Strategy (VSS)
161(4)
Instruction to Support Word Learning and Build Meaning Connections
165(13)
Interactive Cloze
165(1)
Synonyms and Antonyms
166(1)
Similes and Metaphors
167(1)
Concept Webs
167(1)
Semantic Maps
168(1)
A First-Grade Semantic Map for ``Kate and the Zoo''
169(1)
A Fourth-and Fifth-Grade Map for Sharks
170(2)
Semantic Feature Analysis (SFA)
172(2)
Vocabulary Logs or Journals
174(1)
Word Sleuthing Strategies
175(3)
Chapter Summary
178(1)
Bridges to the Classroom
178(1)
Bridges to Practice and Research
179(1)
Building Word Analysis Strategies and Skills
180(40)
Phonics and Word Analysis: A History of Controversy
182(3)
The Debate about Why Johnny Can't Read
183(1)
Research on Beginning Reading
183(1)
Reading and Phonics Today
184(1)
Developmental Stages in Word Recognition
185(5)
The General Learning Order of Word Analysis Skills
188(1)
Individual Variability in Reading Development
188(2)
Goals and Objectives for Teaching Word Analysis Skills
190(1)
Instructional Strategies for Teaching Phonics
191(12)
Teaching Letter-Sound Relationships
192(4)
Developing Consonants in Pictures and Print Context
196(3)
Introducing and Developing Vowels
199(2)
Teaching Letter Pattern Recognition through Rhyme
201(2)
Instructional Strategies for Teaching Syllable Identification
203(3)
Using Pattern Clues for Syllable Identification
204(1)
Using Consonant Clusters to Identify Pronounceable Units
204(2)
Instructional Strategies for Teaching Compound Words
206(2)
Instructional Strategies for Teaching Affixes and Roots
208(1)
Instructional Strategies for Teaching Context Clues
209(7)
Instructional Strategies for Developing Reading Fluency
216
Skill Application through Wide Reading
214(4)
Chapter Summary
218(1)
Bridges to the Classroom
218(1)
Bridges to Research and Practice
219(1)
Using Literature and Reader Response to Enhance Motivation and Comprehension
220(39)
Goals of a Literature Program
222(2)
Three Steps in the Reader Motivation and Response Process
224(1)
Reader Identification
224(1)
Catharsis
224(1)
Insight
225(1)
Influence of Instructional Stances on Reader Response
225(1)
The Efferent Stance
225(1)
The Aesthetic Stance
225(1)
Sources of Reader Motivation
226(3)
Internal Reader Motivations
226(3)
External Reader Motivations
229(1)
Selecting Literature
229(4)
Children's Reading Interests in the Primary Grades
230(1)
Children's Reading Interests in the Intermediate Grades
230(1)
Working with Librarians
231(1)
Helping Children Choose Books Independently
232(1)
Types of Children's Literature
233(4)
Fiction
233(1)
Plot
233(1)
Characterization
233(1)
Setting
233(1)
Point of View
234(1)
Theme
235(1)
Nonfiction
235(1)
Poetry, Rhymes, and Jingles
236(1)
Developing the Classroom Reading Center
237(1)
Instructional Strategies for Teaching Literature
238(17)
Reading Aloud: Sharing Stories and Poems
240(1)
Storytelling
240(3)
Literature Response Journals
243(2)
Literature Response Groups
245(2)
The Book Club
247(1)
Literature Circle
248(1)
Book Sharing Strategies
249(1)
Sustained Silent Reading (SSR)
250(1)
Readers Theatre
251(1)
Investigative Questioning Procedure (In Quest)
252(3)
Evaluating Children's Progress in Responding to Literature
255(2)
Chapter Summary
257(1)
Bridges to the Classroom
257(1)
Bridges to Research and Practice
258(1)
Developing Children's Reading and Writing in Content Areas
259(40)
Relationships among Reading, Writing, and Learning
261(1)
Content Area Literacy in Perspective
262(3)
Reading in the Content Areas
264(1)
Writing in the Content Areas
264(1)
Guiding Children's Reading in Content Area Instruction
265(8)
Content DR-TA
265(1)
Group Mapping Activity (Content GMA Study Maps)
266(2)
Content Vocabulary Self-Collection Strategy (VSS)
268(1)
Other Vocabulary Development Strategies
268(1)
K-W-L Plus
269(1)
Directed Inquiry Activity (DIA)
270(3)
Guiding Children's Writing in Content Area Instruction
273(15)
Writing Workshop
273(1)
Writing Workshop Time
274(1)
Writing Workshop Environment and Organization
275(1)
Writing Workshop Instruction
275(1)
Mini-Lessons
275(1)
Writing Time
276(1)
Writing Conferences
277(2)
Sharing Time
279(1)
Record Keeping and Evaluation
279(1)
Six Steps of the Writing Process
280(2)
Guided Writing
282(1)
Content Area Journals
283(2)
Double Entry Journals
285(1)
Learning Logs
285(1)
Beginning Researchers and Embedded Study Skills
285(1)
Taking Notes and Developing Research Ideas from Listening
286(1)
Reading and Taking Notes
286(2)
Initiating and Carrying Out Research
288(1)
Developing Children's Handwriting
288(1)
Integrating Reading and Writing across the Curriculum
288(9)
Project-Based Reading and Writing-The Authoring Cycle
290(1)
Content Area Theme Cycles
291(1)
Thematic Units-Integrating Literature
292(5)
Chapter Summary
297(1)
Bridges to the Classroom
298(1)
Bridges to Practice and Research
298(1)
Instructing Delayed Readers in a Regular Classroom Setting
299(28)
Understanding Delayed Readers
300(7)
A Definition
300(2)
Levels of Need
302(1)
Corrective Reading Programs
302(1)
Remedial Reading Programs
302(2)
Clinical Reading Programs
304(1)
Causes of Reading Delays
304(1)
Two Possible Causes of Delayed Reading
305(2)
Other Causes of Reading Delays
307(1)
Meeting the Needs of Delayed Readers
307(16)
General Guidelines
308(1)
Methods and Materials
308(1)
Management of Instructional Details
308(2)
Assessment
310(1)
Reading Levels
310(1)
Strengths and Weaknesses in Reading
310(1)
Word Analysis
311(1)
Word Recognition and Word Identification
311(1)
Word-Learning Phases
312(3)
Comprehension
315(1)
The Complexity of Comprehension and Comprehension Instruction
315(1)
Content Area Reading
316(2)
Motivation
318(5)
Final Thoughts
323(2)
Chapter Summary
325(1)
Bridges to the Classroom
326(1)
Bridges to Practice and Research
326(1)
Understanding Language and Cultural Diversity and Special Needs
327(48)
Understanding the Impact of Diversity
329(6)
Your Beliefs and Values About Diversity
331(1)
Principles and Guidelines for Teaching Diverse Learners
331(1)
Multicultural Education
332(3)
Children's Language Acquisition Strategies
335(2)
Literacy Background and Linguistic Interdependence
335(1)
Development of Metalinguistic Awareness
336(1)
Children's Language and Culture
337(6)
Standard English Dialects
337(1)
Nonstandard English Vernaculars
337(2)
Factors that Influence Second Dialect Acquisition
339(1)
Bilingual Learners
340(3)
Programs for Students with Limited English Proficiency
343(4)
English as a Second Language (ESL) Programs
343(1)
Bilingual Education
343(1)
Transitional Programs
343(1)
Maintenance Programs
344(1)
Two-Way Bilingual Programs
344(1)
Bilingual Teachers
344(1)
Specially Designed Academic Instruction in English (SDAIE)
344(3)
Specific Classroom Strategies for Teaching Bilingual Learners
347(14)
Determining Instructional Needs
348(1)
Developing Background and Conceptual Knowledge
349(1)
Vocabulary Self-Collection Strategy (VSS)
350(1)
Vocabulary Logs and Journals
350(1)
Developing and Monitoring Meaning Construction
350(1)
DL-TA
350(1)
DR-TA
350(1)
Question-Answer Relationships (QAR)
350(1)
ReQuest
350(1)
Reciprocal Teaching
351(1)
Group Mapping Activity (GMA)
351(1)
Motivating Individual and Group Responses to Literature
352(1)
Read-Aloud Strategy
352(1)
Literature Response Journals
352(1)
Literature Circles
352(1)
Investigative Questioning Procedure (InQuest)
353(2)
Using Multicultural Literature and Multicultural Thematic Units
355(6)
Understanding Students with Special Needs
361(9)
Children with Disabilities
361(1)
Special Education and Inclusion
362(1)
Your Beliefs and Values about Students' Abilities and Disabilities
362(1)
Your Role in Planning and Adapting Instruction for Students with Special Needs
363(1)
Principles and Guidelines for Teaching Students with Special Needs
364(1)
Ideas for Adapting Instruction
365(2)
Students with Emotional Disturbances
367(1)
Students Who Are Gifted
368(2)
Using Tutors to Assist in Meeting Student Needs
370(3)
Chapter Summary
373(1)
Bridges to the Classroom
373(1)
Bridges to Practice and Research
374(1)
Assessing Children's Progress in Literacy Development
375(38)
Principles of Assessment
377(2)
Classroom Observations
379(15)
Sources of Information for Assessment
380(1)
Quick Notes for Recording Observations
380(1)
Using an Interest Inventory
380(2)
Using the Reading Achievement Inventory (RAI)
382(1)
Word Identification
382(1)
Comprehension and Vocabulary
382(1)
Motivation
382(3)
Using Informal Reading Inventories
385(1)
Oral Reading Miscue Analysis
386(1)
Questions for Identifying Miscues
386(1)
System for Recording Miscues
387(3)
Using a Running Record
390(2)
Estimating Approximate Reading Levels
392(2)
Portfolio Assessment
394(5)
Establishing Instruction Purposes
396(1)
Determining What to Include in Students' Portfolios
396(2)
Involving Students in Portfolio Development and Evaluation
398(1)
Criteria for Evaluating Student Portfolios
399(1)
Formal Assessment
399(7)
Formal Testing Instruments
402(1)
Concepts of Validity, Reliability, and Standard Error of Measurement
403(1)
Interpreting Test Results
404(2)
Communicating Student Progress to Parents
406(4)
Chapter Summary
410(1)
Bridges to the Classroom
411(1)
Bridges to Practice and Research
411(2)
Examining Instructional Approaches to Literacy Learning
413(42)
The Basal Reader Approach
414(10)
Underlying Beliefs and Assumptions about Literacy Learning in the Basal Reader Approach
415(1)
Instructional Components of the Basal Reader Approach
416(1)
The Teacher's Guide
416(1)
Lesson Plans and Annotated Student Text
416(1)
The Student Workbook
416(1)
Grade-Level and Reading-Level Organization
416(4)
Organization and Management of the Basal Reading Classroom
420(1)
Reading Group Instructional Area
421(1)
Scheduling Reading Groups
421(1)
Routines and Rules for Basal Reading Groups
421(1)
Effects of Ability Grouping
422(1)
Strengths and Limitations of the Basal Reader Approach
423(1)
Adapting Basal Reading Programs to Meet Children's Needs
423(1)
The Literature-Based Approach
424(8)
Underlying Beliefs and Assumptions about Literacy Learning in the Literature-Based Approach
424(1)
Identifying Core Readings
424(1)
Implementing the Literature-Based Approach
425(1)
Organization and Management of the Literature-Based Classroom
425(1)
The Reading Center
426(1)
Flexible Floor Space
427(1)
Routines and Rules for Literature-Based Instruction
427(2)
Strengths and Limitations of the Literature-Based Approach
429(1)
Adapting the Literature-Based Approach to Meet Program Needs
429(3)
The Whole Language Approach
432(5)
Underlying Beliefs and Assumptions about Literacy Learning in the Whole Language Approach
433(1)
Implementing the Whole Language Approach
433(1)
Organization and Management of the Whole Language Classroom
433(2)
Large Blocks of Writing Time
435(1)
Reflections, Feedback, and Goal Setting
436(1)
Creating the Environment for Learning
436(1)
Fostering Independence
436(1)
Strengths and Limitations of the Whole Language Approach
436(1)
Adapting the Whole Language Approach
437(1)
Evaluation of Instructional and Supplementary Programs
437(3)
Technology-Based Instruction
440(13)
Underlying Beliefs and Assumptions about Computer-Based Literacy Learning
442(3)
Instructional Uses of Technology in Children's Literacy Development
445(3)
Integrating Technology in Your Classroom
448(1)
Evaluating Software Programs
449(4)
Chapter Summary
453(1)
Bridges to the Classroom
454(1)
Bridges to Practice and Research
454(1)
Continuing Your Professional Growth as an Effective and Influential Literacy Teacher
455(24)
Processes of Professional Development
458(6)
A Model of Change
458(1)
Five Factors in the Acceptance of Change
459(1)
Links between Change and Teacher Characteristics and Beliefs
459(3)
Research on Novice and Expert Teachers
462(1)
Developing a Personal Teaching Style and Teaching Metaphors
462(2)
Your Personal and Professional Support Network
464(7)
Influential and Effective Teachers in Your Past
465(1)
Your Background Knowledge and Skills
465(1)
Effective Peer and Mentor Teachers
466(1)
School Administrators and Staff
466(2)
Your Students' Parents
468(2)
Your School's Community
470(1)
Professional Connections for Reading and Writing Teachers
471(3)
Staff Development in Your School District
471(1)
Professional Organizations for Teachers
471(2)
Internet Resources for Teachers
473(1)
Continuing Education for Teachers
473(1)
The Role of Professional Reflection
474(3)
Chapter Summary
477(1)
Bridges to the Classroom
478(1)
Bridges to Practice and Research
478(1)
Appendix A: Newbery Medal Books 479(7)
Appendix B: Caldecott Medal Books 486(7)
General References 493(34)
Children's References 527(11)
Name Index 538(54115)
Subject Index 54653

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