Principles and practices of teaching reading Arthur W. Heilman.

Por:

Heilman, Arthur W

Colaborador(es):

Detalles de publicación: New Jersey Merrill Pub. Co. 1998.Edición: 9th edDescripción: xiv, 589 p. ill. (some col.) 24 cmISBN:

0132678578

Tema(s):

Reading (Elementary)

Clasificación CDD:

372.4 20

Clasificación LoC:

LB1573 .H325 1994

Existencias
Imagen de cubierta	Tipo de ítem	Biblioteca actual	Biblioteca de origen	Colección	Ubicación en estantería	Signatura topográfica	Materiales especificados	Info Vol	URL	Copia número	Estado	Notas	Fecha de vencimiento	Código de barras	Reserva de ítems	Prioridad de la cola de reserva de ejemplar	Reservas para cursos
	Libro	Biblioteca Mons. Iñaki Mallona (Arecibo) Colección General ab				372.4 H466p9 (Navegar estantería(Abre debajo))				c.2	Disponible			60000003082796

Total de reservas: 0

Descripciones mejoradas de Syndetics:

An updated edition (last, 1994) of a text providing elementary school teachers with guidance to literacy education. New features include incorporation of strategies for teaching students with special needs in the classroom and end-of-chapter assignments and portfolio entries focusing on the chapter

Includes bibliographical references and index.

Tabla de contenidos provista por Syndetics

Part I Foundations of Literacy Instruction(p. 2)
Chapter 1 Principles of Reading Instruction(p. 4)
A Message to Teachers-in-Training(p. 6)
The Reading Process(p. 6)
Underlying Theories(p. 9)
What Constitutes a Balanced Literacy Program?(p. 10)
What Are the Stages of Reading Development?(p. 12)
Principles of Reading Instruction(p. 13)
Summary(p. 24)
Bibliography(p. 26)
Chapter 2 Teacher Effectiveness in a Balanced Literacy Program(p. 30)
Historical Overview(p. 32)
Major Efforts: Converging Evidence(p. 32)
Characteristics of Effective Literacy Instruction(p. 34)
Assessing Students' Reading(p. 35)
Explicit/Direct Instruction(p. 37)
Opportunity to Learn(p. 41)
Attention to Learning Tasks(p. 43)
Teacher Expectations(p. 47)
Classroom Management(p. 49)
Decision Making in Reading Instruction(p. 49)
Summary(p. 52)
Bibliography(p. 53)
Chapter 3 Language: The Key to Literacy(p. 56)
Language and Reading and Writing(p. 58)
Recognizing Words(p. 58)
Constructing Meaning(p. 59)
Oral Language and Reading(p. 59)
Balanced Reading Instruction That Builds on Oral Language(p. 60)
Contextualized Language(p. 60)
Structure of Language(p. 63)
Terms Associated with Phonology(p. 63)
Terms Associated with Meaning Features of Language(p. 63)
Terms Associated with Structural Features of Language(p. 63)
Language Variations(p. 64)
Culturally and Linguistically Diverse Learners(p. 64)
The Reading and Writing Connection(p. 65)
Interactive Features of Reading and Writing in Constructing Meaning(p. 69)
Considerations for a Language-rich Classroom Environment(p. 73)
Classroom Centers(p. 75)
Reading Activities and Instructional Opportunities in a Language-rich Environment(p. 77)
Writing Activities and Instructional Opportunities in a Language-rich Environment(p. 80)
Summary(p. 86)
Bibliography(p. 87)
Chapter 4 Emergent Literacy(p. 90)
The Concept of Emergent Literacy(p. 93)
Characteristics of Emergent Literacy(p. 93)
Variations in Children's Literacy Experiences(p. 94)
Acquiring Concepts About Print: Home-School Connections(p. 95)
Environmental Print(p. 98)
Art and Play Activities(p. 99)
Print Concepts Associated with Decontextualized Language(p. 100)
Print Is Meaningful(p. 101)
Language Used to Talk About and Teach Literacy(p. 101)
Phonemic Awareness(p. 102)
Instructional Features of Early Literacy and Beginning Literacy Programs(p. 104)
Language-Based Reading and Writing Instruction(p. 105)
Play and Learning Centers(p. 106)
Reading and Writing Centers(p. 107)
Thematic Units for Writing and Reading Activities(p. 108)
Literature, Book, and Writing Activities(p. 110)
Poetry in the Literacy Program(p. 115)
Reading Aloud and Telling Stories(p. 118)
Explicit/Direct Instructional Activities(p. 120)
Guided Reading(p. 120)
Listening Capabilities(p. 122)
Visual Discrimination(p. 124)
Phonemic Awareness(p. 125)
Visual and Auditory Integration(p. 126)
Phonics(p. 127)
Building Background Knowledge and Fostering Reading Comprehension(p. 132)
Assessing Emergent Literacy(p. 134)
Information from Parents(p. 136)
Observing Children's Literacy Behaviors(p. 136)
Classification Scheme for Assessment of Emergent Reading and Writing(p. 140)
Language-Based Assessment Techniques(p. 140)
Using Assessment Information(p. 141)
Summary(p. 142)
Bibliography(p. 143)
Part II Teaching Students to Become Strategic Readers(p. 146)
Chapter 5 Word Identification(p. 148)
Word-Identification Strategies(p. 150)
Integration in Authentic Reading Situations(p. 151)
Five Major Instructional Tasks(p. 152)
Sight Vocabulary(p. 154)
Names(p. 156)
Picture Dictionaries(p. 158)
Reporters' Questions(p. 159)
Position Words(p. 160)
Words Often Confused(p. 161)
Scrambled Sentences(p. 162)
Classification(p. 162)
Phonics(p. 163)
Importance of Phonic Instruction(p. 163)
Tasks in Phonics(p. 165)
Phonic Instruction(p. 167)
Teaching Methods(p. 168)
Explicit/Direct Teaching of Phonics(p. 169)
Word Sorts(p. 185)
Developing Fluency(p. 186)
Practical Techniques for Developing Automaticity or Fluency(p. 187)
Repeated Readings(p. 187)
Phrase Reading(p. 187)
Readers Theatre(p. 188)
Structural Analysis(p. 188)
Inflectional Endings(p. 190)
Prefixes and Suffixes(p. 193)
Compound Words(p. 194)
Contextual Analysis(p. 196)
Syntactic Clues(p. 198)
Semantic Clues(p. 198)
Contextual-Analysis Instruction(p. 199)
Dictionary Instruction(p. 200)
Summary(p. 202)
Bibliography(p. 204)
Chapter 6 Meaning Vocabulary(p. 206)
Vocabulary Knowledge and Reading(p. 208)
Language Development and Word Meanings(p. 208)
Vocabulary Growth(p. 209)
Vocabulary and Concept Development(p. 210)
Explicit Vocabulary Instruction(p. 210)
Concept Wheel/Circle(p. 211)
Semantic Mapping(p. 212)
Concept of Definition(p. 214)
Webbing(p. 216)
Semantic-Features Analysis(p. 218)
Teaching Relationships Among Words(p. 219)
Word-Association Vocabulary Instruction(p. 221)
Contextual Approaches(p. 225)
Modeling Application/Contribution of Context to Word Meaning(p. 226)
Different Meanings for the Same Word(p. 228)
Homonyms(p. 230)
Language-Based Approaches(p. 231)
Independent Reading Programs(p. 231)
Poetry Writing(p. 232)
Writing: Journals, Diaries, and Response Journals(p. 235)
Student-Compiled Dictionaries(p. 236)
Summary(p. 241)
Bibliography(p. 243)
Chapter 7 Comprehension(p. 244)
Conceptualizations of Reading Comprehension(p. 246)
The Interactive View(p. 246)
Schema Theory(p. 247)
What to Teach(p. 253)
Determining Importance(p. 253)
Summarizing Information(p. 254)
Drawing Inferences(p. 254)
Generating Questions(p. 254)
Monitoring Comprehension(p. 254)
Questioning Strategies to Promote Comprehension and Understanding(p. 255)
Literal Questions(p. 255)
Inferential Questions(p. 256)
Helping Students Develop Comprehension Strategies (Question-and-Answer Relationships)(p. 257)
Teacher Responses/Wait-Time(p. 259)
Explicit/Direct Comprehension Instruction(p. 261)
Rethinking Explicit/Direct Instruction(p. 261)
Modeling(p. 261)
Scaffolding(p. 264)
Effective Explicit/Direct Comprehension Instruction Guidelines(p. 264)
Example of Explicit/Direct Comprehension Instruction(p. 265)
Determining What Is Important(p. 266)
Modifying Explicit/Direct Reading Instructional Activities(p. 267)
Anticipation Guides(p. 269)
Developing Fluency(p. 269)
Story Schema(p. 272)
Setting(p. 272)
Theme(p. 273)
Plot(p. 273)
Resolution(p. 273)
Guidelines for Teaching Story Structure(p. 274)
Story Mapping(p. 275)
Visual Displays of Texts(p. 275)
Discussion Webs(p. 275)
Reciprocal Teaching(p. 278)
Literature Circles(p. 280)
Oral Language, Readers' Theater, and Visual Arts(p. 281)
Oral-Language Interactions(p. 281)
Readers' Theater(p. 281)
Visual Arts(p. 283)
The Reading and Writing Connection(p. 283)
Probable Passages(p. 283)
Thinking and Writing About What Students Read(p. 284)
Developing the Reader-Writer Relationship(p. 287)
Comprehension Activities(p. 288)
Summary(p. 293)
Bibliography(p. 294)
Part III Implementing a Literacy Program(p. 298)
Chapter 8 Instructional Approaches for Teaching Literacy(p. 300)
Knowing Multiple Ways to Teach for a Balanced Approach(p. 302)
Background Knowledge(p. 302)
Basal Readers(p. 302)
Design and Content(p. 305)
Advantages of Basal Series(p. 307)
Today's Newer Basals(p. 308)
Teacher's Editions(p. 310)
Practice Materials(p. 310)
Guided Reading(p. 312)
Guided Reading Plan(p. 313)
A Critical View(p. 314)
Going Beyond the Basal(p. 352)
Instructional Procedures(p. 355)
The Language-Experience Approach (LEA)(p. 355)
Features of the LEA(p. 358)
Expansions and Variations of the Language-Experience Approach(p. 360)
Use of Technology in Literacy Instruction(p. 363)
Software Programs(p. 365)
Computer-Based Multimedia(p. 368)
Software Evaluation(p. 370)
Instructional Principles(p. 372)
Summary(p. 372)
Bibliography(p. 375)
Chapter 9 Literature-Based Reading Programs(p. 378)
Literature-Based Reading Programs(p. 380)
The Literature and Reading Connection(p. 381)
Selecting Literature(p. 383)
Sources(p. 383)
Evaluation Criteria(p. 384)
Developing Literary Enjoyment and Appreciation(p. 388)
Oral Reading to Students(p. 388)
Recreational-Reading Groups(p. 390)
Reader Response Groups(p. 392)
Developing Reading Skills Through Literature(p. 393)
Using Predictable Books(p. 393)
Increasing Vocabulary Knowledge Through Literature(p. 394)
Semantic Mapping and Vocabulary Development(p. 396)
Developing Understanding of Literary Elements(p. 396)
Semantic Mapping(p. 397)
Plot Structures(p. 400)
Modeling Literary Analysis(p. 401)
Summary(p. 407)
Bibliography(p. 408)
Chapter 10 Content-Area Reading(p. 412)
Major Goals and Trends in Content Reading(p. 414)
Content-Oriented Literature(p. 414)
Integrating Writing in the Content Areas(p. 414)
Integrating Comprehension Strategies(p. 415)
Primary-Grade Emphasis(p. 416)
Expository Text(p. 416)
Organizational Structures(p. 418)
Readability(p. 418)
Components of Content Reading(p. 422)
Vocabulary Development(p. 423)
Studying Strategies(p. 426)
Reading and Study Skills(p. 433)
Collecting, Analyzing, and Criticizing Data(p. 437)
Summary(p. 444)
Bibliography(p. 446)
Chapter 11 Literacy Assessment(p. 448)
Meeting Individual Needs(p. 450)
Differentiated Instruction(p. 450)
Forms of Assessment(p. 451)
Standardized Tests(p. 451)
Typical Features(p. 452)
Norm-Referenced Tests(p. 453)
Criterion-Referenced Tests(p. 455)
Diagnostic Tests(p. 455)
Cautions About Standardized Tests(p. 456)
Informal Assessment(p. 456)
Teacher Observation/Kid Watching(p. 458)
Assessment Materials That Accompany Published Reading Materials(p. 458)
Informal Reading Inventories(p. 461)
Running Records(p. 466)
Cloze Procedure(p. 474)
Authentic Assessment/Performance-Based Assessment(p. 476)
Rubrics(p. 480)
Anecdotal Records(p. 481)
Response Journals(p. 482)
Portfolios(p. 487)
Summary(p. 490)
Bibliography(p. 492)
Chapter 12 Classroom Management and Organization(p. 494)
The Importance of Classroom Management(p. 496)
Preventative Classroom Management(p. 496)
Grouping for Instruction(p. 499)
Large Groups(p. 500)
Small Groups(p. 500)
Paired/Peer Groups(p. 501)
Skill Groups(p. 502)
Interest Groups(p. 502)
Research Groups(p. 502)
Cooperative Groups(p. 502)
Ability Groups(p. 505)
Organizing a Class for Instruction(p. 508)
Alternative Management Approaches(p. 510)
The Ungraded School(p. 510)
The Integrated Unit(p. 512)
Individualized Reading(p. 517)
Practices(p. 517)
Problems(p. 519)
Applications(p. 523)
Summary(p. 523)
Bibliography(p. 525)
Chapter 13 Focus on All Learners(p. 528)
Accepting Difference(p. 530)
Cultural and Linguistic Diversity(p. 530)
Early Reading Approaches for Culturally and Linguistically Diverse Students(p. 531)
Academic Early Reading Intervention(p. 532)
Approaches to Teaching Reading and Writing to Culturally and Linguistically Diverse Students(p. 536)
The Language-Experience Approach(p. 537)
An Integrated Language Approach(p. 538)
The Literature-Based Reading Approach: Integrating Multiethnic Literature(p. 541)
The Oral Reading Approach(p. 547)
The Basal Reader Approach(p. 549)
The Dual-Language Reading Approach(p. 550)
Expanding and Developing Meaning Vocabulary(p. 550)
Special Students(p. 551)
Mainstreaming(p. 551)
Inclusion(p. 553)
The Individualized Education Plan(p. 555)
Attention-Deficit Hyperactivity Disorder(p. 560)
Gifted Students(p. 563)
Summary(p. 566)
Bibliography(p. 568)
Appendix(p. 571)
Glossary(p. 581)
Index(p. 585)

Extracto provisto por Syndetics

A knowledgeable, thinking, and caring teacher of reading is a key variable in whether or not children will be successful in learning to read. The tenth edition ofPrinciples and Practices of Teaching Readingcontinues to be based on this assertion. Recent research on successful reading programs has again highlighted the important role of the teacher and has identified instructional variables that promote student learning. Those variables of teacher beliefs, attitudes, knowledge, and behaviors that contribute to student achievement in reading form the hallmarks of this book. This edition ofPrinciples and Practices of Teaching Readingcontinues to reflect the importance of teaching children to read by presenting new topics and expanding other significant literacy topics. The major focus of the text is to present, in a reader-friendly format, the implementation of a comprehensive and balanced viewpoint in teaching children to become literate. One of the long-standing hallmarks of the text continues to be a blending of both concise syntheses of up-to-date research findings and practical strategies, activities, and lesson plans for illustrative purposes. The many practical examples, games, lesson plans, and activities provide concrete ideas for the classroom. In addition, each chapter has field-based assignments and portfolio entries. Significant changes in this edition include: An extensively revised discussion of balanced reading programs stressing the importance and necessity of combining research-based skills and strategies with fine literature; Summaries of major findings from the National Reading Research Center, CIERA, and the National Reading Panel; A revised chapter on emergent literacy; Expanded coverage of interactive strategies to promote reading comprehension; A revised chapter on literature-based reading by Donna Norton, author of the classic textbook on children's literature,Through the Eyes of a Child; Expanded coverage for meeting the needs of diverse learners; Updated flashback features, which provide a valuable historical perspective on teaching reading; Updated "Inclusion Strategies" sections that provide modifications of various topics when working with children with special needs in regular classrooms; and For professors, a new Instructor's Manual that includes test questions, discussion questions, and blackline transparency masters. Acknowledgments Writing a book is certainly a team effort. We thank our many students, public school teachers, and colleagues for their insights into and suggestions for several parts of this revision. Finally, we would like to extend our appreciation to the staff at Merrill/Prentice Hall, especially Linda Montgomery and Linda Bayma, and Amy Gehl of Carlisle Publishers Services for their help and expert guidance throughout the preparation of this book. Excerpted from Principles and Practices of Teaching Reading by Arthur W. Heilman, Timothy R. Blair, William H. Rupley All rights reserved by the original copyright owners. Excerpts are provided for display purposes only and may not be reproduced, reprinted or distributed without the written permission of the publisher.

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