Teaching Children to Read and Write : Becoming an Effective Literacy Teacher,9780205435555

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

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Edition: 4th
ISBN13: 9780205435555
ISBN10: 0205435556
Format: Hardcover
Pub. Date: 2005-04-14
Publisher(s): Pearson
List Price: $173.08

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Summary

The Fourth Edition of Teaching Children to Read and Write takes an evidence-based approach to the theories and methods needed to become an effective literacy teacher. What do literacy professors love about this book? ";The addition of evidence-based strategies is crucial. Pre-service teachers need to see a direct connection between strategies that they are learning and the evidence that is behind the strategies. The adaptations for struggling and delayed readers are a strong addition to the fourth edition. . . . Ruddell gives strong examples of possible differentiation strategies."; Roxanne Sorrick, Hiram College";I welcome the inclusion of 'adaptation of strategies for delayed readers' for each of the instructional strategies. It is an excellent idea to include 'Evidence-Based Practice' throughout the chapters to point out and explain the research that supports the use of certain instructional strategies or assessment tools. Including the IRA Professional Standards at the end of each chapter is an excellent idea."; Anna Chee, California State University-Los Angeles";Professional Standards feature is clearly connected to what we outline on our course syllabus for the state and national standards. I appreciate the updated research references! I welcome the changes set forth in the revision-the updated terms, visual cues, delayed readers sections, and overall updates."; Martha M. Decker, Morehead State University What's New in the Fourth Edition? bull; bull;Research and Evidence-Based Practice feature provides information on the most up-to-date studies and results in literacy education. bull;Evidence-Based Practice icons throughout the text denote strategies with proven effectiveness. bull;Delayed Reader Adaptations offer specific strategies for use with students whose literacy progress is delayed, including English language learners. bull;Professional Standards feature at the conclusion of each chapter describes the International Reading Association Professional Standards relevant to that chapter.

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

Special Features xix
Preface xxiii
Acknowledgments xxxv
About the Author xxxvii
Becoming an Effective and Influential Literacy Teacher
1(30)
Chapter Objectives
4(1)
Characteristics of Influential Teachers
4(9)
Believing in Influential Teaching
5(1)
Recognizing Effective Teaching and Professional Standards
5(4)
Understanding Links between Literacy Theory, Research, and Practice
9(1)
The NAEP Reading Report Card
10(2)
Responses to the NAEP Findings
12(1)
Using Effective Instructional Strategies
12(1)
An Overview of Effective Instructional Approaches
13(4)
The Basal Reader Approach
13(1)
The Literature-Based Approach
13(1)
The Language-Based Approach
14(2)
Technology-Based Instruction
16(1)
Characteristics of Exemplary Reading Programs
17(1)
A Historical Context for Literacy Instruction in the United States
17(9)
Reading and Writing from Colonial Times to the Modern Era, 1607-1910
19(1)
Reading and Writing in the Twentieth Century to the Present Time
20(3)
Literacy Trends and Implications
23(3)
The Challenge of Becoming an Effective and Influential Literacy Teacher
26(2)
Summary and Classroom Applications
28(3)
Chapter Summary
28(1)
Professional Standards and Literacy Instruction
29(1)
Applications: Bridges to the Classroom
29(1)
Additional Research and Practice
30(1)
Understanding Meaning Making and the Reading and Writing Process
31(33)
Chapter Objectives
33(1)
Expert Reader Competencies
33(2)
Word Identification
33(1)
Meaning Clues
33(1)
Story Schemata
34(1)
Motivation
34(1)
Hypothesizing
34(1)
Comprehension Strategies
34(1)
Children's Oral Language Development
35(3)
Mastering Phonology
35(1)
Mastering Grammar
36(1)
Mastering Syntax
36(1)
Developing Vocabulary
37(1)
Children's Emergent Literacy and Literacy Development in the Elementary School Years
38(8)
Emergent Writing
39(1)
Invented Spelling and Patterns of Spelling Development
39(2)
Writing Development
41(1)
Writing in the Primary Grades
42(1)
Writing in the Intermediate Grades
43(1)
Reading Acquisition in the Primary Grades
43(1)
Phonics and Other Word Identification Skills in Grades K--3
44(1)
Comprehension in Grades K--3
44(1)
Story Reading in Grades K--3
44(1)
Reading Development in the Intermediate and Middle School Grades
45(1)
Word Identification in Grades 4--8
45(1)
Story Comprehension in Grades 4--8
45(1)
Content Area Reading in Grades 4--8
46(1)
Factors That Influence Oral and Written Language Development
46(4)
Motivation and Engagement in Literacy Learning
46(2)
Learning Functions of Language
48(1)
Influence of Home, Community, and Classroom
49(1)
The Sociocognitive Theory of Language and Literacy Development
50(4)
Piaget's Theory of Cognitive Development
50(1)
Vygotsky's Theory: Zone of Proximal Development
51(1)
Schema Theory
52(2)
Background Knowledge as the Basis for Comprehension
54(1)
Comprehension as a Constructive Process
54(1)
The Reading Comprehension Process: A Synthesis
54(7)
Selectivity Activating Background Knowledge
55(1)
Activating and Applying Monitoring Strategies
56(1)
Using Constructed Meaning for Expected Outcomes
57(1)
Helping Students Develop Expert Reader Competencies
58(3)
Summary and Classroom Applications
61(3)
Chapter Summary
61(1)
Professional Standards and Foundational Knowledge
62(1)
Applications: Bridges to the Classroom
62(1)
Additional Research and Practice
63(1)
Understanding Early Reading and Writing Development
64(46)
Chapter Objectives
66(1)
Types of Meaning in Meaning Negotiation
66(3)
Ambiguity and Risk in Meaning Negotiation
69(1)
Optimal Conditions for Literacy Learning
70(1)
Children's Early Reading Development
71(1)
Instructional Concepts and Strategies for Early Reading and Writing
71(24)
Teaching Conventions of Reading
74(1)
Directional Concepts
75(1)
Geometric Shape Language
75(1)
Class-Participation Rules
75(1)
Language of Instruction
75(1)
Teaching Picture and Print Knowledge
76(1)
Concepts about Pictures and Print
77(1)
Wordless Picture Books and Picture Storybooks
77(1)
Big Books and Oral Story Reading
78(1)
Language-Experience Charts
79(1)
Letter-Recognition Knowledge
80(2)
Teaching Phonemic Awareness Knowledge
82(2)
Developing Phonemic Awareness
84(1)
Phonemic Segmentation
85(1)
Teaching Observation and Writing Awareness
85(1)
Expression through Art
85(1)
Descriptive Language from Observation
86(1)
Descriptive Language from Sensory Experience
87(1)
Language-Experience Stories
88(1)
Collecting and Recording Words and Images
88(2)
Teaching Concepts of Story and Narrative
90(1)
Shared Book Experiences
91(1)
Predictable Books
91(1)
The Directed Listening-Thinking Activity (DL-TA)
91(3)
Teaching Positive Reading and Literacy Attitudes
94(1)
Organizing Early Literacy Classrooms
95(8)
Organization of K--1 Classrooms
96(1)
Home Tables
96(1)
Circle-Area Tables
96(1)
Reading-Center Tables
97(2)
Writing Center
99(1)
Art, Activity, and Play Centers
99(1)
Organization of the Kindergarten Day
100(2)
Managing the Classroom
102(1)
Establishing Rules and Routines
102(1)
Showing Children How to ``Do'' School
102(1)
Assessing Children's Progress
103(2)
Summary and Classroom Applications
105(5)
Chapter Summary
107(1)
Professional Standards and Early Reading and Writing Development
107(1)
Applications: Bridges to the Classroom
108(1)
Additional Research and Practice
109(1)
Using Instructional Strategies to Develop Reading Comprehension
110(48)
Chapter Objectives
112(1)
Children's Comprehension Development
112(1)
Comprehension Instruction in the Classroom
113(7)
The Teacher's Role in Comprehension Instruction
113(3)
Four Levels of Thinking
116(1)
Using the Four Levels of Thinking in the Classroom
117(1)
Seven Comprehension Skills
118(2)
Questioning and Discussion Strategies
120(1)
Group-Reading Approaches for Comprehension
120(16)
The Directed Reading Activity (DRA)
120(2)
Five Steps of the DRA
122(2)
A DRA Lesson Plan
124(7)
The Directed Reading-Thinking Activity (DR-TA)
131(1)
First Phase of the DR-TA
131(3)
An Example of Cognitive Commerce
134(1)
Second Phase of the DR-TA
134(1)
Tips for Using the DR-TA
134(2)
Comparing DRA and DR-TA
136(1)
Strategies That Target Specific Comprehension Processes
136(18)
PReP (PreReading Plan)
137(1)
PReP Instructional Phase
137(1)
PReP Response-Analysis Phase
138(1)
QAR (Question-Answer Relationship) Strategy
139(1)
Day One: Introducing QAR
139(2)
Day Two: Review and Practice
141(1)
Day Three: Extension to Longer Passages
142(1)
Day Four: Application to Classroom Reading
142(1)
ReQuest (Reciprocal Questioning)
142(3)
Reciprocal Teaching
145(3)
GMA (Group Mapping Activity)
148(6)
Summary and Classroom Applications
154(4)
Chapter Summary
154(1)
Professional Standards and Reading Comprehension
154(2)
Applications: Bridges to the Classroom
156(1)
Additional Research and Practice
156(2)
Building Vocabulary and Comprehension Connections
158
Chapter Objectives
159(1)
Vocabulary Acquisition
160(1)
Goals and Objectives of Vocabulary Instruction
161(2)
Active Learning in Vocabulary-Learning Contexts
163(4)
Word Reasoning
163(2)
Motivation for Word Learning
165(1)
Criteria for Word Selection
165(2)
Before-Reading Vocabulary Instruction: Teaching Vocabulary in Context (TVC)
167(2)
During-Reading Vocabulary Instruction: The Context-Structure-Sound-Resource (CSSR) System
169(1)
After-Reading Vocabulary Instruction: Semantic Development and Enrichment Instruction (SDEI) Strategy
170(4)
Instruction to Support Word Learning and Build Meaning Connections
174(14)
Interactive Cloze
175(1)
Synonyms and Antonyms
176(1)
Similes and Metaphors
177(1)
Concept Webs
177(1)
Semantic Maps
178(1)
A First-Grade Semantic Map for ``Kate and the Zoo''
179(1)
A Fourth-and Fifth-Grade Map for Sharks
180(2)
Semantic Feature Analysis (SFA)
182(2)
Vocabulary Logs or Journals
184(1)
Word-Sleuthing Strategies
185(3)
Summary and Classroom Applications
188
Chapter Summary
188(1)
Professional Standards and Vocabulary Development and Comprehension Connections
188(1)
Applications: Bridges to the Classroom
189(1)
Additional Research and Practice
190

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