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Diagnostic Teaching of Reading: Techniques for Instruction and Assessment de Barbara Walker

Diagnostic Teaching of Reading: Techniques for Instruction and Assessment

Autor Barbara Walker, Barbara J. Walker
en Limba Engleză Paperback – 21 iul 2011
"Diagnostic Teaching of Reading, 7/e, "by renowned author Barbara J. Walker, is the ideal resource for pre-service and in-service educators, including teachers, reading specialists, literacy coaches, school psychologists, special education teachers, and Title I teachers. In it they see how to use a variety of instructional and assessment techniques to help plan lessons designed to improve literacy for all learners in their charge. Included are over 65 instructional techniques that meet the diverse learning needs of all students, including struggling readers and writers, English language learners, and culturally diverse learners. With the information presented here, teachers see how to continually reflect on their instructional practices and tailor their instruction to the strengths and needs of the diverse children they teach."
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Specificații

ISBN-13: 9780132316514
ISBN-10: 013231651X
Pagini: 384
Dimensiuni: 203 x 254 x 21 mm
Greutate: 0.82 kg
Ediția:7. Auflage
Editura: Pearson

Notă biografică

Barbara J. Walker is professor of reading at Oklahoma State University-Stillwater/Tulsa where she teaches courses in reading difficulties and literacy coaching. Dr. Walker received her Ed.D. from Oklahoma State University in Curriculum and Instruction, specializing in reading difficulty. Prior to returning to Oklahoma, Dr. Walker was a professor in the Department of Special Education and Reading at Montana State University, Billings, where she coordinated the Reading Clinic. She was a reading specialist in the elementary schools of Stillwater, Oklahoma; organized and taught the college reading program at Vernon Regional Junior College in Vernon, Texas; and coordinated the educational program at the Hogar Paul Harris in Cochabamba, Bolivia. Dr. Walker's research interests focus on teacher development, early literacy intervention, reading difficulties, and literacy coaching. Her publications include Literacy Coaching: A Collaborative Approach (2010), Techniques for Reading Assessment and Instruction (2005), Supporting Struggling Readers (2003), The Supervisor's Handbook for the Reading Team (1998) with Ronald Scherry and Lesley Morrow, Tips for the Reading Team (1998) and The Reading Team: A Handbook for K-3 Volunteer Tutors (1997) with Lesley Morrow and Interactive Handbook for Understanding Reading Diagnosis (1994) with Kathy Roskos. Dr. Walker received Oklahoma State University's Regents Distinguished Professor for Research in 2007, College Reading Association's 1997 A. B. Herr Award for outstanding contributions to reading education and was a distinguished finalist for the International Reading Association's 1991 Albert J. Harris Award for research in reading disabilities. Dr. Walker is a past President (2008-2009) of the International Reading Association, an organization that influences over 300,000 reading educators worldwide. She is a state, national, and international professional leader, having served on the board of directors of the International Reading Association, the College Reading Association, the Montana State Reading Council, and the Oklahoma Reading Council. Most important to her, however, is preparing teachers to work with struggling readers. In this capacity, she has helped more than 3,000 struggling readers improve their literacy.

Cuprins

Contents PART ONE The Process of Diagnostic Teaching of Reading 1 Ways to Use These Chapters 3 1 What Is Diagnostic Teaching? 5 Active Reading and Writing 7 Differences in Learning 11 Struggling and Writers Readers 11 English Language Learners 13 Culturally Diverse Learners 14 Instructional Process 15 Text-based View Reader-based View Interactive constructivist View Sociocultural View Balanced Instruction Assessment Process 20 Diagnostic Teaching Process Diagnostic Teaching Lesson 23 Summary 14 2 Literacy Development 34 Emergent Literacy Stage 36 Early Developing Literacy Stage 38 Developing Stage 40 Strategic Literacy Stage 43 Complex Literacy Stage 46 3 Effective Teachers 48 Engage All Learner 48 Foster meaningful interpretations and thoughtful understanding 50 Cultivate Vibrant Discussions 51 Access To High Quantity And High Quality Of Reading Material 53 Make use of Scaffolding 54 Nuture Motivation 58 Promote Self regulated Learning 60 Create a Responsive Environment 61 Assess while Teaching 62 Integrate and Balance Instruction 65 Summary 4 The Diagnostic Teaching Session: An Overview 68 Familiar Text Time 69 Supported Reading and Writing 70 Continuous Assessment 74 Strategy and Skill Instruction 78 Analysis of Patterns of Reading Development 78 Instruction in Strategies and Skills 79 Strategy Conversations and Self-Assessment 80 Process Writing Time 82 Personalized Reading and Writing 83 Summary 5 Gathering Diagnostic Data 94 Informal Reading Inventory 94 Establishing the Level of Student Performance Analyzing the Results from the Informal Reading Inventory Informal Writing Assessment Further Assessments Stages of Reading Development 81 Emergent Literacy Stage Early Developing Literacy Stage Developing Literacy Stage Strategic Literacy Stage Complex Literacy Stage Summary 6 The Literacy Event 114 Reader 117 Reader analysis for Jenny Text 129 Text analysis for Jenny Task 135 Task analysis for Jenny Situational Context 144 Situational Context analysis for Jenny Technique 154 Summary Formulating Hypotheses for Jenny Reviewing the Steps 711 Selecting Techniques 172 Classifying Techniques for Supporting Reading and Writing Classifying Techniques by Instructional Framework Classifying Techniques by Type of Text Classifying Techniques by Mode of Response Classifying Techniques for Strategy and Skill Instruction Classifying Techniques by Reasoning Strategies Classifying Techniques by Reading Skills Classifying Techniques for Increased Specificity Classifying Techniques by Sources of Information Classifying Techniques by Type of Structure Summary Putting the Parts Together for Jenny Reviewing Technique Selection 8 Selecting Materials 223 Basic Types of Materials Basal Readers and Core Reading Programs Chapter Books E-Books Focused Lessons Books High-Interest, Low-Readability Books Internet Materials Leveled Books Media Picture Trade Books Poetry Anthologies Predictable Books Series Books Software Programs Textbooks Selecting Material for a Particular Reader Matching the Text to the Reader Evaluating the Text More to Consider When Selecting Material Interest Choice Background Knowledge of the Reader Length of the Book Summary 9 Initiatives and Teacher Development 246 Response to Intervention Sheltered Instruction Observation Protocol for English Language Learners Shared Expertise in Reading Reflecting Developing Collaboration The Learning Community Forms of Studying Reading Instruction Study Groups Teacher Research Groups Criteria for a Teacher Development Context 167 10 Using Multiple Assessments 261 Authentic Assessments Criterion-Referenced Tests Formal Assessments Informal Assessments Motivation Assessment Performance Assessment Process-Oriented Assessments Rubrics Student Self-Assessment The Assessments 266 Anecdotal records Assessment Letters Assessment Talks Attitude Toward Reading Cloze Test Concepts about Print Interview Diagnostic Teaching Assessment Developmental Reading Assessment 2 Informal Reading Inventory Interest Inventories Letter Name Knowledge The Metacognitive Awareness of Reading Strategies Inventory Miscue Analysis Motivation to Read Profile Multi-Dimensional Fluency Scale Norm-Referenced Tests Observations Phonemic Segmentation Phonological Awareness Portfolios Retelling Rubric Running Records Self-Perceptions as a Reader and Writer Spelling Assessment Strategy Self-Assessments Student-Led Conferences Summarization Rubric Think-Aloud Analysis Word Identification Assessment Writing Rubric Evaluating Student Performance Using Multiple Assessments 145 Summary PART TWO The Instructional Techniques 317 The Information for Each Technique Ways to Use These Techniques Techniques (listed alphabetically) 1. Alternate Writing 2. Analytic Phonics 3. Chunking 4. Cloze Instruction 5. Collaborative Reading 6. Concept Mapping 7. Concept-Oriented Reading Instruction 8. Contextual Processing 9. Decoding by Analogy 10. Digital Talking Books 11. Direct Experience Approach 12. Directed Reading Activity 13. Directed Reading-Thinking Activity 14. Experience-Text-Relationship 15. Explicit Teaching 16. Feature Analysis Grid 17. Framed Rhyming Innovations 18. Generative-Reciprocal Inference Procedure 19. Graphic Organizers 20. Group Investigation Approach 21. Guided Reading 22. Imagery Instruction 23. Implicit Teaching 24. Impress Method 25. Interactive Writing 26. Internet Inquiry 27. Journal Writing 28. K-W-L 29. Language Experience Approach 30. Listening-Thinking Activity 31. Literature Discussions 32. Making Words 33. Making and Writing Words 34. Metaphors 35. Multisensory Approaches 36. Paired Reading 37. Phonogram Approach 38. Prediction Strategy Instruction 39. Process Writing 40. Question-and-Answer Relationships 41. Question-Generation Strategy 42. Questioning the Author 43. Readers Theater 44. Reciprocal Teaching 45. Repeated Readings 46. ReQuest 47. Retelling 308 48. Retrospective Miscue Analysis 49. Say Something 50. Semantic Mapping 51. Sentence Combining 52. Shared Reading Approach 53. Sight-Word Approach 54. Sound Boxes 55. SQ3R 56. Story Drama 57. Story Mapping 58. Story Writing Approach 59. Strategy Instruction 60. Summary Experience Approach 61. Summarization 62. Synthetic Phonics 63. Thematic-Inquiry Approach 64. Think-Aloud Approach 65. Visualization 66. Vocabulary Self-Collection Strategy 67. Word Sorts 68. Word Walls Appendix A Administering an Informal Reading Assessment Appendix B Predictable Book List Appendix C High Interest Series Books Appendix D Online Resources Glossary Reference Index

Textul de pe ultima copertă

Featuring classroom-based, teacher-driven approaches to effective reading assessment and remediation, the new edition of this market-leading book provides up-to-date coverage of reading processes, their assessment, and their corrective instruction. The highly popular authors present thorough treatments of reading and writing at every stage of development and include assessments in their entirety for emergent literacy, including concepts about print and the concept of word, and many tests of phonological awareness, developmental spelling, word recognition, fluency, and phonics knowledge. The Eighth Edition of Understanding Reading Problems includes the following new features: - A comprehensive inventory for assessing emergent literacy, including several new assessments of phonological awareness (Chapter 3). - Detailed instruction for administering, scoring, and interpreting an informal reading inventory, plus sample sections of an IRI (Chapter 5 and in the supplements).- A thorough discussion of Response to Intervention (Chapter 2).- Extensive assessment of the often-neglected topic of narrative comprehension of early readers (Chapter 3).- New instruments for assessing phonological awareness.- New reading and spelling-based tests of phonics knowledge.- A new instrument for assessing students' developmental spelling in K through 12 (Chapter 8).- A new chapter on teaching culturally and linguistically diverse students (Chapter 9).- The Eighth Edition is organized by developmental levels, with explanations of reading issues at each level, approaches to assessment, and teaching methods delivered at the point of need.