Becoming a reader : a developmental approach to reading instruction / Michael P. O'Donnell, Margo Wood.

Format:

Book

Author/Creator:

O'Donnell, Michael P.

Contributor:

Wood, Margo, 1939-

James Hosmer Penniman Book Fund.

Language:

English

Subjects (All):

Developmental reading.

Individualized reading instruction.

Reading comprehension.

Reading--Remedial teaching.

Reading.

Physical Description:

xiii, 386 pages : illustrations ; 24 cm

Edition:

Second edition.

Place of Publication:

Boston : Allyn & Bacon, [1999]

Summary:

"This book provides a developmental perspective of literacy learning as a way to understand the literacy process. The authors describe how children become skilled readers through the following five stages of the literacy growth process: emergent reading, initial reading, transitional stage, basic literacy, and refinement stage. "Topics include: word identification and comprehension, current conflicts on reading instruction, assessment issues, and contains new appendices. "For anyone interested in elementary reading and literacy instruction.

Contents:

Part 1 The Beginning Reader 11

1 Emergent Reading Stage 15

Concept and Language Development 17

Principles and Conditions of Language Learning 19

Immersion 20

Demonstration 20

Expectation 21

Responsibility 21

Approximation 22

Use 22

Response 23

Engagement 23

Goals in the Emergent Reading Stage 24

Enjoyment of Books 24

Familiarity with Story Patterns and Language 25

Understanding and Following Stories 26

Awareness of the Nature and Purpose of Print 26

Approximation of Reading and Writing 28

Self-Concept as Developing Reader and Writer 30

Current Practices in Instruction of Emergent Readers 30

Creating a Print-Rich Environment 31

Creating an Atmosphere for Literacy Learning 32

Reading Aloud 33

Story Retelling 33

Use of Enlarged Print 34

Promoting Writing 35

Use of Commercial Readiness Materials 36

Assessing Early Literacy Development 37

Familiarity with Books 38

Print Concepts 38

Case Studies 41

2 Initial Reading Stage 51

Understanding Reading as a Meaning-Making Process 52

Acquiring Sight Vocabulary 52

Developing Word Identification Strategies 55

Syntactic and Semantic Cues: Using Context 56

Graphophonemic Cues: Using Phonics 57

Phonics Content 58

Development of Phonics Use 60

Promoting the Use of Graphophonemic Cues 60

How Beginners Use the Cueing Systems 66

Cueing Systems and Reading Materials 67

Instruction 69

Theoretical Models 70

Shared Book Experience 73

The Language Experience Approach 76

Basal Readers 82

Part 2 Becoming Fluent 95

3 Transitional Stage 99

Fluency 100

Motivation to Read and Write 101

Emphasis on Reading for Meaning 102

Instruction 103

Self-Selected Reading 103

Teacher-Directed Reading 111

Immersion Techniques 124

Sources of Appropriate Literature for Transitional Stage Readers of Different Ages 134

Part 3 Fluent Readers 137

4 Basic Literacy Stage 139

The Comprehension Process 140

Comprehension Principles 141

Factors That Affect Comprehension 142

5 Vocabulary Development 151

How Conceptual Knowledge Is Acquired 153

Guidelines for Vocabulary Instruction 156

General Vocabulary Instruction 158

Developing General Concepts and Word Meanings 158

Strategies for Independent Vocabulary Development 166

6 Effective Reading of Texts 171

Preparation for Reading: Content 172

The K-W-L Strategy 174

Preparation for Reading: Form 174

Narrative Texts 175

Expository Texts 179

Follow-Up to Reading: Questions and Answers 184

Cognitive Taxonomies 185

Question/Answer Relationships (QAR) 186

Student-Generated Questions 190

7 Study Strategies 193

Previewing 195

Organizing and Summarizing Information 197

Paraphrasing 197

Hierarchical Summarizing 197

Organizing for Writing 200

Note Taking 201

Retaining and Using Information 201

Semantic (Cognitive) Mapping 201

Study and Review 204

Application 204

8 Refinement Stage 215

Effective Instructional Programs 217

Self-Selected Reading 217

Teacher-Directed Study of Literature 221

9 Refinement Stage: Content Area Reading 229

Teacher-Directed Study of Informational Texts 230

Specialized Vocabulary Development 230

Effective Reading of Textbooks 234

Teacher's Role at the Refinement Stage 242

Independent Study Strategies 243

Competencies of the Strategic Reader 243

Teaching Metacognitive Processes 246

Sample Instructional Sequence: Note Taking 250

Part 4 Assessment 261

10 Assessment 265

Formal Assessment 266

Norm-Referenced Tests 266

Criterion-Referenced Tests 269

Concerns about the Use of Standardized Tests 269

Informal Assessment 271

The Informal Reading Inventory 271

Naturalistic Assessment 288

Data Collection 288

Portfolios 292

Standards-Based Assessment 297

Part 5 Organizing and Managing Classroom Reading Instruction 301

11 Organization and Management 305

Factors That Influence Organization 306

Characteristics of the Class 306

Physical Setting 307

Administrative Expectations 308

Materials 308

Time Allotment 308

Assessment of Students 309

Grouping for Instruction 310

Management of Direct and Indirect Instruction 312

12 Ms. Stein's First Grade: A Literature-Based Program 315

Ms. Stein's Program 316

How Ms. Stein Developed Her Program 318

13 Mr. Gordon's Fourth Grade: Using Basal Readers 323

Mr. Gordon's Program 324

Monday: Using Basals 324

Thursday: Reading Workshop 327

How Mr. Gordon Developed His Program 329

14 Instructing Readers with Differences 331

Gifted Readers 332

Learning-Disabled/Remedial Readers 334

Readers with Linguistic Differences 337

Students with Dialect Differences 337

Second-Language Learners 338

Instruction of Children with Language Differences 340

Appendix A Informal Assessment of Study Strategies 345

Appendix B Examiner's Manual: Informal Assessment of Elementary Reading 347

Appendix C Gorham (ME) Schools' Literacy Guide 363.

Notes:

Includes bibliographical references and indexes.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

0205279015

OCLC:

39142981