Descripciones mejoradas de Syndetics:

Updated and revised, this text begins with a discussion of the reading process. New to this edition are chapters on characterizing whole language principles and practices and growing into whole language teaching of writing, reading, literature, and theme study.

Tabla de contenidos provista por Syndetics

• Preface(p. xv)
• 1 Definitions of Reading: They Make a Difference(p. 1)
• The Importance of a Definition(p. 1)
• Characterizing Reading and Reading Instruction(p. 4)
• Activity 1
• Activity 2
• Activity 3
• For Further Exploration(p. 10)
• 2 Schemas and Transactions in the Reading Process(p. 14)
• Comprehending and Learning to Read(p. 14)
• The Meaning of Words and Sentences: A First Look(p. 15)
• Schemas: What Are They?(p. 17)
• Schemas in Reading(p. 19)
• Schemas and Transactions(p. 21)
• Pragmatics: Situational, Social, and Cultural Factors in Reading(p. 24)
• Transactions Within the Language of the Text: Grammatical Signals(p. 27)
• Surface Versus Deep Structure(p. 29)
• Contrasting Models of Reading and Learning to Read(p. 32)
• Comprehending Language in Reading
• A Skills View of Reading and Learning to Read
• A Transactional, Sociopsycholinguistic View of Reading and Learning to Read
• For Further Exploration(p. 38)
• 3 Contexts and Strategies in the Reading Process(p. 41)
• The Varieties of Context: An Overview(p. 41)
• Context Beyond the Sentence and the Text(p. 44)
• Using Context to Determine Meaning and Acquire Vocabulary
• Using Context to Identify Words
• Context Within the Sentence(p. 49)
• Language Cues and Reading Strategies(p. 52)
• Context in Reading: Review and Preview(p. 54)
• For Further Exploration(p. 57)
• 4 What Miscues Tell Us About Reading and Readers: Reciprocal Insights(p. 61)
• Reading Proficiency and the Use of Context(p. 62)
• Miscues on Basic Sight Words
• Constructing Meaning and Reconstructing Text
• Good Versus Less Proficient Readers' Use of Context
• Why Not Word Identification?(p. 71)
• Words as Symbols
• Constructing Meaning Without All the Words
• Constructing Meaning and Forgetting the Words
• Implications for Understanding Dialect Miscues(p. 74)
• Revaluing Readers(p. 77)
• Review and Beyond(p. 80)
• For Further Exploration(p. 81)
• 5 Word Perception in the Reading Process(p. 88)
• The Eyes and the Brain(p. 89)
• Parts of Words at Work(p. 91)
• Activity 1
• Activity 2
• Activity 3
• Parts of Words in Review
• How We Perceive Words(p. 94)
• Activity 1
• Activity 2
• Syllables: A Perceptually Salient Unit
• More on Reading by Analogy(p. 99)
• The Role of Phonics Rules in the Reading Process(p. 101)
• Word Parts and Word Perception in Review(p. 104)
• Eye Movement and Eye Fixation Studies and the Perception of Words(p. 105)
• Popular Claims by Oft-Cited Researchers
• Eye Fixation Research
• Proficient Reading: "Flow" Rather than "Fluency"(p. 110)
• Towards a More Complete Model of the Reading Process(p. 111)
• For Further Exploration(p. 116)
• 6 Understanding What Miscues Can Tell Us About Readers' Strategies(p. 120)
• What We Can Learn by Analyzing Miscues(p. 121)
• Miscue Markings(p. 122)
• Substitution
• Insertion
• Omission
• Partial
• Reversal
• Correction
• Unsuccessful Attempt at Correction
• Abandoning a Correct Response
• Repetition
• Pause
• Sounding Out
• Mumble
• Miscues That Reflect Good Strategies(p. 125)
• Miscues That Reflect Good Prediction
• Miscues Involving Pronouns and Function Words
• Miscues That Reflect Readers' Language Patterns
• Immature Speech Pattern
• Ethnic, Social, or Regional Dialect
• ESL-Related and EFL-Related Miscues
• Miscues That Result from Monitoring Comprehension
• Restructurings
• Regressions to Correct
• Repetitions and Pauses
• Miscues That Suggest Inefficient Reading(p. 133)
• Overcorrection of Miscues
• Miscues That Suggest Ineffective Reading(p. 135)
• The Use of Graphic Cues in Relation to Other Cues(p. 136)
• Effective Use of Graphic Cues Along with Other Cues
• Underuse of Graphic Cues
• Overuse of Graphic Cues and Underuse of Other Cues
• Related but Different Approaches to Miscue Analysis(p. 138)
• Miscue Analysis in the Goodman Tradition
• Crucial Differences Between Miscue Analysis and Running Records
• For Further Exploration(p. 144)
• 7 Analyzing Miscues and Looking for Patterns(p. 155)
• Miscues and the Use of Context(p. 156)
• Marking and Coding Miscues on the Selection Copy(p. 161)
• Coding the Miscues
• Analyzing, Coding, and Interpreting the Data from Tony's Miscues(p. 163)
• Analyzing and Coding Tony's Miscues
• Interpretation of Tony's Miscue Patterns
• Another Way of Coding Tony's Miscues
• Marking Miscues for Coding(p. 168)
• How to Mark Miscues on the Selection Copy
• General Principles and Procedures for Coding Miscues(p. 170)
• Question 1 Did the miscue reflect the speaker's ordinary speech patterns?
• Question 2 Did the miscue go with the grammar and meaning of what came before?
• Question 3 Did the miscue go with the grammar and meaning of what followed?
• Question 4 Did the miscue leave the essential meaning of the sentence intact?
• Question 5 Was the miscue corrected?
• Question 6 Was the miscue graphically similar?
• Question 7 Was the sentence, as the reader finally left it, semantically acceptable within the whole original selection that was read?
• Alternative Miscue Analysis Procedures and Forms(p. 175)
• Analyzing Jay's Miscues(p. 179)
• Interpretation of Jay's Miscue Patterns
• For Further Exploration(p. 183)
• 8 Developing a Reader Profile: From Assessment to Instruction(p. 184)
• The Reading Interview and the First Session(p. 185)
• The Reading Interview
• Preparing for and Conducting the First Session
• Recording the Data from the Interview
• Preparing for and Conducting the Second Session(p. 191)
• Preparing for the Reading
• Preparing for the Retelling and Extended Discussion
• Preparing to Ask Questions About a Story
• Conducting the Oral Reading and Retelling
• Discussion
• Recording the Retelling Data
• Recording the Miscues on the Selection Copy
• Coding the Miscues and Analyzing Patterns
• Developing a Reader Profile: Tangling with the Messiness of Reality(p. 200)
• The Reading Interview
• The Retelling and Discussion
• Miscues, Miscue Patterns, and Reading Strategies
• An Instructional Plan
• Additional Forms for Recording Data(p. 208)
• Other Aspects of a Reading Portfolio and Profile(p. 211)
• For Further Exploration(p. 211)
• 9 Revaluing Readers, Retrospective Miscue Analysis, and Other Strategies for Helping Readers(p. 212)
• Phonics, Words, and Reading(p. 213)
• Efficient Reading and Fluency(p. 214)
• Revaluing Readers(p. 215)
• Erica: From Analysis to Assistance(p. 216)
• Analyzing Erica's Miscues
• Helping Erica Revalue Herself as a Reader
• Retrospective Miscue Analysis(p. 221)
• Teachers Choosing the Miscues for Discussion
• Readers Selecting Their Own Miscues for Discussion
• Retrospective Miscue Analysis with Pairs or Groups
• The "Think-Aloud" Strategy(p. 226)
• Helping Readers Develop Needed Concepts, Vocabulary, and Strategies(p. 227)
• Extra Help Through Shared Reading and Constructive Reading Strategies(p. 228)
• For Further Exploration(p. 230)
• 10 Addressing Students' Needs in a Comprehensive Literacy Program(p. 231)
• Major Components of a Comprehensive Literacy Program(p. 232)
• Other Literacy Experiences for Readers in Need(p. 235)
• Language Experience and Guided Writing
• Books on Tape
• Support from Another Reader
• Unrehearsed Reading: The Pitfalls of "Round-Robin" Reading
• Choral Reading and Readers Theater
• Choosing Appropriate Texts(p. 242)
• Matching Instruction to Readers' Varied Needs(p. 243)
• In Conclusion(p. 249)
• For Further Exploration(p. 250)
• 11 Reading Research from Differing Perspectives(p. 251)
• Research from a Skills Perspective(p. 253)
• An Attempt to Achieve Consensus: Preventing Reading Difficulties in Young Children
• Before the National Reading Panel Report: Critiques of the Skills Research
• The National Reading Panel Report
• Other Critiques of the NRP Report and Its Methodology
• Research from a Comprehensive Literacy Perspective(p. 262)
• Research on "Decodable" Texts
• Classroom Research on the Effects and Effectiveness of Comprehensive Literacy Programs
• Acquiring Literacy in a Second Language Through Book-Based Programs
• Observational Research from the Center on English Learning and Achievement
• For Further Exploration(p. 275)
• 12 Designing a Comprehensive Literacy Program(p. 276)
• Guiding Principles and Practices(p. 278)
• Reading and Writing Workshops: The Heart of a Comprehensive Literacy Program(p. 280)
• Reading Workshops
• Assessment
• Writing Workshops
• How Might We Organize a Classroom Literacy Program?(p. 298)
• Comments on the Sample Schedules
• For Further Exploration(p. 303)
• 13 Research on Learning and Teaching Phonics(p. 304)
• Clarifying Some Concepts and Terms(p. 305)
• Phonological Awareness
• Phonics, "Phonics Knowledge," and Decoding
• Letter-Sound Knowledge in Learning to Read Words(p. 310)
• Reading Words by Analogy
• Developmental Patterns in Review
• Relationships Between Phonemic Awareness and Learning to Read(p. 314)
• Phonemic Awareness Promotes Learning to Read
• Learning to Read Promotes Phonemic Awareness
• Learning to Read and Phonemic Awareness Facilitate Each Other
• The National Reading Panel Report on Phonics(p. 317)
• Major Distortions in the Summary of the NRP Report
• Interpreting NRP Claims About Reading Growth
• Negative or No Conclusions from the NRP Subgroup Report on Phonics
• Summary of Actual NRP Findings
• Considerations and Cautions
• For Further Exploration(p. 324)
• 14 Teaching Comprehension Strategies and Phonics Skills(p. 325)
• Teaching Reading Strategies at the Macro Level(p. 327)
• Teaching Strategies in the Primary Grades
• Teaching Strategies in the Intermediate and Middle Grades
• Teaching Reading Strategies at the Micro Level(p. 333)
• A Reading Detective Club
• Considering Strategies for Dealing with Words
• Using Prompts and Developing Strategy Charts and Bookmarks
• Teaching Phonics and Phonemic Awareness(p. 343)
• The Shared Reading Experience--and More
• Intensive, Systematic Phonics
• A Perspective on Teaching Phonics
• And Let Us Keep in Mind...(p. 359)
• So Let Us Not Forget...
• For Further Exploration(p. 359)
• 15 Foundations for Universal Literacy, by Margaret Moustafa(p. 365)
• Early Readers(p. 365)
• Early Reading Instruction(p. 369)
• Beyond Decoding(p. 373)
• Beyond Instruction(p. 374)
• Towards Universal Literacy(p. 376)
• For Further Exploration(p. 377)
• Notes(p. 379)
• References(p. 385)
• Index(p. 417)

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