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Overview
Presenting best practices in an easy-to-use format, literacy expert Bonnie Burns provides practical, research-based strategies for all aspects of literacy education.
Product Details
ISBN-13: | 9781412937412 |
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Publisher: | SAGE Publications |
Publication date: | 05/25/2006 |
Edition description: | Second Edition |
Pages: | 288 |
Product dimensions: | 8.50(w) x 11.00(h) x (d) |
About the Author
Bonnie Burns, Ed.D. is director of the Reading Specialist Program at Dominican University in River Forest, Illinois. She works with both undergraduates and graduate students who are studying to be reading specialists. She has authored or coauthored several books, articles, and an online column. Her current interests are establishing school district-university partnerships and reading clinics. She has served for 30 years as an elementary teacher, reading specialist, and principal in Illinois, Florida, and Arizona, working with a wide variety of students. Bonnie was a trainer for the Illinois state assessment in writing and the New York State Effective Teaching Program. She presents professional development and workshops nationally.
Table of Contents
PrefacePublisher's AcknowledgmentsAbout the Author1. Balanced Reading and WritingThe Reading WarsCombined ApproachesWhole-Part-Whole Model of InstructionContinuing to Define Balanced InstructionIntegrating the Language ArtsLevels of Support and Intensity of InstructionBalancing Student- and Teacher-Centered Instruction2. Getting Ready to ReadConcept of ReadingLanguage AcquisitionSociocultural and Other Factors That Affect ReadingEmergent LiteracyLetter and Word RecognitionComprehension and Beginning ReadersChoosing Texts for Beginning ReadersEmergent WritingSuccess in First Grade Is Critical3. Developing Phonemic AwarenessDeveloping Phonemic AwarenessThe Alphabetic PrinciplePhonological Awareness and Alphabet KnowledgePhonemic Awareness SkillsWhen Should Phonemic Awareness Be Taught?Balancing Phonemic AwarenessInitial Activities for Learning Phonological AwarenessPhonemic Awareness ActivitiesAt-Risk ReadersResources for Phonemic Awareness4. Teaching Word RecognitionThe Debate About PhonicsHow Does Word Recognition Develop?Word Recognition in a Balanced Reading ProgramApproaches to Teaching PhonicsActivities to Teach Word RecognitionPhonics and Older Students Who Struggle With ReadingAssessing Sound-Symbol Relationships5. FluencyFluency Is Linked to ComprehensionAssessing FluencyFactors Affecting FluencyIndividual Methods for Improving FluencyWhole-Class Methods for Improving FluencyReading RatesOther Fluency IssuesThinking About Rate for Older Students6. Guided ReadingWhat Is Guided Reading?Leveled GroupsPlanning and Logistical ManagementProceduresTeaching Comprehension During Guided ReadingQuestioningVariations7. Grouping for Reading and Choosing BooksReading GroupsWhole-Group InstructionSmall-Group InstructionIndependent ReadingResponding to LiteratureChildren Need to Read ExtensivelyChoosing BooksThe Advantage of Great Literature8. Instruction for ComprehensionCapable and Less-Capable ReadersAn Instructional Model for Teaching ComprehensionFactors Affecting ComprehensionComprehension StrategiesComprehension Activities for Before ReadingComprehension Skills and Strategies During ReadingComprehension Strategies for After ReadingStrategies for Higher Level Thinking: Inferring, Generalizing, EvaluatingPutting It All TogetherInfluencing the Attitude and Motivation of Readers9. Vocabulary InstructionVocabulary DevelopmentDepth of Word KnowledgeIs It Worthwhile to Teach Vocabulary?Indirect Teaching of VocabularyChoosing Words for Direct TeachingPrereading Activities for Teaching Vocabulary DirectlyExtension Activities for Directly Teaching VocabularyTeaching Students Strategies for Learning New WordsReviewing Vocabulary With a Magic SquareAssessing Vocabulary10. Teaching and Learning SpellingStages of Spelling DevelopmentCharacteristics of Good and Poor SpellersSpelling Should Be Taught DevelopmentallyActivities to Encourage or Teach SpellingTechniques for Transitional SpellersSpelling RulesWhat About Spelling Tests?11. Balanced WritingElements of the Writing ProcessDevelopmental Stages of WritingBalanced Writing InstructionWriters’ WorkshopStructured WritingAudiences and GenresWriting in Response to ReadingLooking Back at Objectives and Balanced Writing12. Reading and Writing in the Content AreasThe Differences Between a Textbook and a NovelTrade Books and Text SetsRemoving Obstacles to Comprehension With Prereading ActivitiesRemoving the Obstacles of Concept VocabularyGuiding Comprehension During the Reading ProcessResponding to Texts After ReadingStandard Techniques That Do Not Work Well13. AssessmentDetermining Reading Level With an Informal Reading InventoryDiagnostic AssessmentInformal Classroom AssessmentStandardized AssessmentAssessing AssessmentReferencesIndexFrom the B&N Reads Blog
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