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READING INSTRUCTION ESSENTIALS

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by
ANITA P. DAVIS
3rd edition, 2004, 260 pages, $27.95   Review Shopping Cart
ISBN 978-0-89641-407-5

 

Reading Instruction Essentials, now in its third edition, is a unique introductory textbook for courses in the teaching of reading for elementary, early childhood, and special education majors. This book is well suited for the core requirements for majors. I is eclectic and does not advocate one way to teach reading. Unlike competition, this book is compatible with the movement away from whole language instruction.

Although this text describes whole language, phonics, sight word method, linguistics and the modified alphabet approach to teaching reading, it also suggests that the teacher should use a variety of methods and should base instruction on the needs of the child.

Published before the International Reading Resolution of History of Reading, Reading Instruction Essentials conforms with the IRA Resolution which advocates a historical view of reading instruction in developmental reading courses. This book also profiles important people in the history of reading/literacy education.

Reading Instruction Essentials is an interactive text which meets the learning styles of the many college students who will use it. For example:

  • There is a programmed chapter in which students complete exercises on measurement and statistics, check their answers, and rework any incorrect problems.

  • There are phonics worksheets with answers. Students who find that their answers are not in agreement with the textbook answers can re-read and re-work the pages again in order that they can help the auditory learners who profit from phonics instruction.

  • At the end of each chapter there are "Some Things to Think About and Do." These exercises have students creating goals, preparing commercials, evaluating reading programs, and even surveying magazines for children in the local library.


Reading Instruction Essentials is also a valuablereference volume with many practical materials needed by any teacher, tutor, or parent who instructs others in reading. Some of these indispensable features include a complete glossary, an index, criteria for evaluating textbooks, ways to identify learning styles of students, models for setting up good comprehension questions, directions for constructing cloze tests and informal reading inventories, songs to supplement reading instruction, patterns for tachistoscopes, guides for individualizing reading, suggestions as to sight words and phonic generalizations to teach indicentally or sequentially, readability formulas, recommendations for content area reading instruction, a scope and sequence chart, writing models, informal inventories for assessing students, and overviews of current popular reading programs.

 

CONTENTS

  • PRE-TEST
    What Do I Believe About Reading and Reading Instruction?

  • Chapter 1: WHAT IS READING?
    Three Reading Frameworks (Materials, Literacy, Methods)
    Three Approaches to Reading (Skills-based, Meaning-based, Eclectic)
    Summary
    Things to Think About

  • Chapter 2: FIVE METHODS OF TEACHING READING: A SKILL-BASED APPROACH
    Method I: The Phonics Method
    Method II: The Sight Word Method
    Method III: The Modified Alphabet Method
    Method IV: Linguistic Method
    Methid V: The Eclectic Method
    Evaluating and Assessing Methods for the Classroom
    Summary
    Some Things to Think About

  • Chapter 3: WHOLE LANGUAGE
    Characteristics of Whole Language Instruction
    History of Whole Language
    Research on Whole Language
    Summary
    Some Things to Do

  • Chapter 4: EMERGENT LITERACY STAGE ONE: READING READINESS
    Proponents and Opponents of Reading Readiness
    Factor One: Visual Readiness (Symptoms of Poor Vision, Vision Tests, Levels of Learning, Sight Words, Color Discrimination, Visual Learners)
    Factor Two: Auditory Readiness and/or Attending and/or Following Directions
    (Symptoms of Hearing Difficulties, Hearing Tests, Attending, Auditory Learners)
    Factor Three: Left-to-right Directionality
    Factor Four: Being Read Aloud to by Parents and Teachers
    Other Factors Affecting Reading Readiness
    Summary
    Things To Think About and Do

  • Chapter 5: STAGE TWO: BEGINNING READING
    Typically Associated Grade Level
    Diagnostic Devices (Informal evaluation, formal tests)
    Content of the beginning reading period
    Recognition of letters of the alphabet and their sounds consonant blends, consonant digraphs, structural analysis techniques, sight words, context, semantics, syntax)
    Summary
    Things to Think About and Do

  • Chapter 6: STAGE THREE: INCREASING READING SKILLS STAGE
    Typically associated grade level
    Diagnostic Instruments (informal evaluation, formal tests)
    Content of the rapid skills period
    Summary
    Things to Think About and Do

  • Chapter 7: STAGE FOUR: ADVANCED READING STAGE
    Typically associated grade level
    Content of the Wide Reading Period (all vowel sounds, all consonant sounds, structural analysis, sight words)
    Summary
    Things to Think About and Do

  • Chapter 8: STAGE FIVE: READING REFINEMENT

  • Chapter 9: WRITING IN THE CLASSROOM
    Order in Lanugage Arts Development
    Writing Instruction from 1970s through 1990s
    Invented Spelling
    Stages in Writing
    Governing Principles for Teaching Writing
    Teaching Writing through Literature
    Summary
    Things to Do

  • Chapter 10: READING COMPREHENSION
    Purposes of Reading Instruction
    View One: Being Able to Identify Written Words
    View Two Bringing Meaning to the Page
    View Three: Identify Words and Get Meaning from Pages
    Lowest Level: The Literal Level
    Highest Level: Critical-creative Level
    Propaganda Devices
    Bloom's Taxonomy
    Assessing Comprehension
    Higher Level Thinking Skills (mapping, webbing, metacognitive activities, puzzles, riddles and "think alouds")
    Summary
    Things to Do

  • Chapter 11: INDIVIDUAL DIFFERENCES AND HOW TO ACCOMMODATE THEM
    Rates of Learning
    Learning Levels
    Providing for Learning Levels in the Schools
    Learning Styles
    Summary
    Things To Do

  • Chapter 12: MEASUREMENT, STATISTICS AND EVALUATION FOR READING TEACHERS
    Format of the Chapter
    Evaluation, assessment, measurement, statistics, and test interpretation
    Answers

  • Chapter 13: CONTENT AREA READING
    Content area teachers concern number one: Assigned texts are unsuited to the students
    Response to concern number one
    Content area teachers concern number two: Students are unable to read content area materials
    Response to concern number two
    Why students cannot read content area materials
    Ways to help students who are unable to read the content area materials
    Content area teachers and concern number three: Teachers feel curiculum pressures and believe they do not have time to help students with reading
    Response to concern number three
    Content area teachers and concern number four: Teachers have not had necessary preparation to teach students to read the texts
    Response to concern number four
    Summary

  • Chapter 14: OTHER APPROACHES TO READING INSTRUCTION
    Approach 1: Four Blocks Approach (Guided Reading, Self-selected Reading, Writing, Working with Words)
    Approach 2: Reading Recovery
    Approach 3: Success
    Approach 4: Thematic Instruction
    Approach 5: Reading Programs Promoted through Media
    Summary
    Things to Think About and Do

  • Appendix A: ANSWERS TO SELECTED PROBLEMS

  • Post-Test: WHAT DO I BELIEVE ABOUT READING INSTRUCTION

  • GLOSSARY

  • INDEX

ABOUT THE AUTHOR . . .

Anita P. Davis is a professor of Education at Converse College, Spartanburg, South Carolina. She received her Ed.D. from Duke University.

 

 

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