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Table of Contents
Related Titles:
Fundamentals of Literacy Instruction and Assessment, Pre-K–6
Speech to Print: Language Essentials for Teachers, Second Edition
The Voice of Evidence in Reading Research
Multisensory Teaching of Basic Language Skills, Third Edition
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Becoming a Professional Reading Teacher
By P.G. Aaron, Ph.D., R. Malatesha Joshi, Ph.D., & Diana Quatroche, Ph.D.
Answering the call for a comprehensive textbook on what reading teachers really need to know, this is the book that arms educators with not just the what and the how, but also the why that other texts don't cover. Two prominent literacy experts team with an elementary school specialist to give preservice teachers an easy-to-understand textbook that demystifies the research and incorporates everyday classroom experience. With its meticulous coverage of every aspect of effective reading instruction, this book ensures that general educators across grade levels
- learn techniques for teaching all the literacy skills identified by Reading First
- get the clearest explanations available of the scientifically based research behind the strategies
- fully understand how and when literacy skills are acquired and what factors influence the process
- discover the best ways to teach students with learning disabilities, reading disabilities, and dyslexia
- get ready to conduct effective assessment of students' reading skills
- find out how to use the latest instructional technology to help advance students' literacy
With its practical, research-based answers to the three most important questions literacy educators face—what to teach, how to teach, and why to teach the recommended way—this upper-level textbook will make sure teachers enter the classroom ready and motivated to implement best practices.
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ORDERING INFO
ISBN 978-1-55766-829-5
Hardcover
360 pages / 7 x 10
2008 / $59.95
Stock# 68295
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Table of Contents
About the Authors
Preface
Acknowledgments
I. The Psychology and Psycholinguistics of Literacy Skills
1. Introduction to Literacy Skills and Their Acquisition
What Are Literacy Skills?
When Are Literacy Skills Acquired?
Do All Children Acquire Reading Skills at the Same Rate?
What Factors Influence the Acquisition of Literacy Skills?
The Component Model of Reading
2. The Psychology of Reading and the History of Literacy Instruction in the United States
The Psychology of Reading
History of Literacy Instruction in the United States
Approaches to Literacy Instruction: Today's Major Players
3. The Psycholinguistics of Spoken Language
The Importance of a Knowledge of Linguistics
Linguistics and Psycholinguistics
Components of Spoken Language
The Influence of Language on Reading and Writing Skills
4. The Psycholinguistics of Written Language
Basic Concepts Involved in the Study of Writing Systems
Origins and History of Writing Systems
Written Language Is as Natural as Spoken Language
Written Language Is Not Merely Speech Written Down
The Influence of Written Language on Spoken Language
5. Development of Spoken and Written Language Skills
Prereading Skills: Print Awareness, Emergent Literacy, and Invented Spelling
Developmental Sequence of the Components of Spoken Language
II. Literacy Instruction and Teaching Strategies
6. Developing Basic Literacy Skills
Major Approaches to Beginning Literacy Instruction
Promoting Listening Comprehension Skills in Preschoolers
Strategies for Fostering Print Awareness
Strategies for Developing Phonological Awareness
7. Strategies for Developing Decoding, Instant Word Reading, and Spelling Skills
Strategies for Developing Decoding and Word Recognition Skills
Instant Word Reading and Fluency
Instructional Programs for Teaching Children at Risk
Strategies for Promoting Spelling Skills
8. Strategies for Developing Vocabulary Knowledge, Comprehension Skills, and Writing Skills
Encountering Words
Remembering Words
Promoting Reading Comprehension
Promoting Writing Skills
9. Reading Disability and Attention-Deficit/Hyperactivity Disorder
Reading Disability: Medical Focus
Learning Disability: Educational Focus
Instructional Methods for Learning Disability
Inconsistent Attention as a Source of Reading Difficulties
III. Assessment in Literacy Instruction
10. Testing and Assessment of Literacy Skills
Testing and Assessment: What Is the Difference?
Controversy Over Testing
Tests
Assessment
References
Appendices
A: Glossary
B: Review of Selected Basal Readers
C: Technology Assistance and Computer Use in Literacy Instruction
Author Index
Subject Index
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