When reading begins : the teacher's role in decoding, comprehension, and fluency / Ardith Davis Cole.

Format:

Book

Author/Creator:

Cole, Ardith Davis.

Language:

English

Subjects (All):

Individualized reading instruction--United States.

Individualized reading instruction.

Reading (Elementary)--United States.

Reading (Elementary).

United States.

Physical Description:

xv, 160 pages : illustrations ; 28 cm

Place of Publication:

Portsmouth, NH : Heinemann, [2004]

Summary:

There's no better informed, keener observer of the magical entry into reading than one who has helped more than 600 children become readers -- someone who also devoted her doctoral research to reviewing dozens of videotapes of teachers working side by side with young students. That teacher-researcher is Ardith Cole, who has not only witnessed, but documented every explicit and nuanced instructional move regular classroom teachers make as they lead beginners into the world of print. In When Reading Begins she offers the most detailed, precise, and inspiring explanation of the exact moments when children cross the bridge into reading and the profoundly sensitive ways in which teachers make the crossing with them.

Cole clearly demonstrates why thoughtful teachers, rather than packaged, scripted, or systematized programs, are what schools need if they want to teach reading effectively.

Cole argues that what works depends on the reader, the teacher, the text, and the context and that much too often practices and policies are implemented, even mandated, without much thought about variations in learners and/or teachers. She addresses the indispensables of reading instruction and shows how teachers use different techniques to scaffold readers as they move from preword reading into word reading and on to fluency. Through an engaging blend of lucid narrative, illuminating photos, transcripts, classroom vignettes, telling analogies and metaphors, and "Grist for Discussion," Cole will revitalize your perspective.

Contents:

Scaffolding, a key to reading relationships

The cues readers use

When and where teachers scaffold

The cues teachers use

How teachers scaffold meaning and syntax: micro and macro processes

How teachers scaffold graphophonics: a micro process

Pragmatic relationships that influence cueing

Cue use and abuse

Into fluency.

Notes:

Includes bibliographical references (pages [149]-153) and index.

ISBN:

0325006636

OCLC:

53315211