Closing the literacy gap:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Pearson, Allyn and Bacon
2006
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XII, 228 S. graph. Darst. |
| ISBN: | 020545626X |
Internformat
MARC
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| 082 | 0 | |a 372.43 |2 22 | |
| 084 | |a 5,3 |2 ssgn | ||
| 100 | 1 | |a Gunning, Thomas G. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Closing the literacy gap |c Thomas G. Gunning |
| 264 | 1 | |a Boston [u.a.] |b Pearson, Allyn and Bacon |c 2006 | |
| 300 | |a XII, 228 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Reading |x Remedial teaching | |
| 650 | 4 | |a Literacy programs | |
| 650 | 4 | |a School improvement programs | |
| 650 | 0 | 7 | |a Nachhilfeunterricht |0 (DE-588)4115330-3 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Schreib- und Lesefähigkeit |0 (DE-588)4481193-7 |2 gnd |9 rswk-swf |
| 689 | 0 | 0 | |a Nachhilfeunterricht |0 (DE-588)4115330-3 |D s |
| 689 | 0 | 1 | |a Schreib- und Lesefähigkeit |0 (DE-588)4481193-7 |D s |
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| 999 | |a oai:aleph.bib-bvb.de:BVB01-014608852 | ||
Datensatz im Suchindex
| _version_ | 1804135078539821056 |
|---|---|
| adam_text | CONTENTS PREFACE XI 1 THE LITERACY GAP 1 DIMENSIONS 0/ THE GAP 1 BEYOND
TEST SCORES 2 / SCHOOLS THAT FAIL TO MAKE AYP 3 CAUSES 0/ THE GAP 3
STUDENT VERSUS TEACHER PERCEPTIONS OF CAUSES OF THE GAP 4 BOX 1.1 *
NCLB: PERSONAL PERSPECTIVE 4 ROLE O/NCLB IN CLOSING THE GAP 5
COMPOSITION O/YOUR CLASS OR SCHOOL 5 2 PROGRAMS THAT CLOSE THE GAP 7
SCHOOLS THAT BEAT THE ODDS 7 90/90/90 SCHOOLS 7 CHARACTERISTICS 0/
SCHOOLS THAT BEAT THE ODDS 8 EFFECTIVE TEACHERS 8 PRINCIPLES 0/
SUCCESSFUL TEACHING 9 DEVELOPING EXPERTISE IN ALL TEACHERS 9 / EFFECTIVE
ADMINISTRATORS 10 / CHILDREN-FIRST PHILOSOPHY 10 / SENSE OF COMMON
PURPOSE 11 / SMALL- GROUP INSTRUCTION 11 / HIGHER-LEVEL THINKING SKILLS
12 / COACHING STYLE 12 / COLLABORATIVE APPROACH 12 / FLEXIBILITY AND
DETERMINATION 12 / EFFECTIVE TEACHING 13 / EXTERNAL SUPPORT 13
COMPLEXITY 0/ SCHOOL IMPROVEMENT 13 CREATING A PROGRAM THAT BEATS THE
ODDS 14 CREATING AVISION 15 SETTING GOALS AND OBJECTIVES 16 INVOLVING
STUDENTS IN THE GOAL SETTING PROCESS 17 III IV CONTENTS CONDUCTING A
NEEDS ASSESSMENT 17 BOX 2.1 * NEEDS ASSESSMENT: PERSONAL PERSPECTIVE 18
3 THE ROLE 0/ ASSESSMENT IN CLOSING THE GAP 21 MAKING THE MATCH 21
OBTAINING PLACEMENT INFORMATION 22 / MAKING THE MATCH AT THE UPPER
LEVELS 23 SCREENING STUDENTS 24 CONTINUOUS PROGRESS MONITORING 25
MONITORING PROGRAM PROGRESS 26 USING INFORMAL ASSESSMENT 26 / CONTINUOUS
PROGRESS MONITORING TESTS ON THEWEB 27 BOX 3.1 * MODEL PROGRAM: BEATING
THE ODDS WITH MONTHLY PORTFOLIO MEETINGS 27 RESERVATIONS ABOUT THE USE
OF NONSENSE WORDS 28 / ADAPTING THE DIBELS 28 DIAGNOSIS 29 OUTCOME
MEASURES 29 ROW EFFECTIVE SCHOOLS USE ASSESSMENT DATA 29 BOX 3.2 * MODEL
PROGRAM: USING DATA TO MAKE IMPROVEMENTS 30 ASSESSING MATERIALS 30 BOX
3.3 * LEVELING BOOKS: PERSONAL PERSPECTIVE 32 ASSESSING THE ASSESSMENT
COMPONENT OFYOUR PROGRAM 33 4 BUILDING LANGUAGE 35 DEVELOPING LANGUAGE
IN THE CLASSROOM 36 BUILDING VOCABULARY 37 CHANGING NATURE OF READING 38
THE WORDS STUDENTS NEED TO KNOW 38 FOCUS ON HIGH-FREQUENCY WORDS 41
ASSESSING STUDENTS WORD KNOWLEDGE 41 EMBEDDED AND SYSTEMATIC PROGRAMS
42 AFOUR-PART PROGRAM 42 CONTENTS V USING READ-ALOUDS TO BUILD
VOCABULARY 43 TEXTTALK 44 WIDE READING 45 BOX 4.1 * TEXT TALK: PERSONAL
PERSPECTIVE 45 VOCABULARY NOTEBOOKS 47 FOSTERING AN INTEREST IN WORDS 47
VOCABULARY ACTIVITIES 48 USING IMAGING TO LEARN WORDS 50 LABELED
ILLUSTRATIONS 50 SETTING GOALS FOR VOCABULARY LEARNING 50 FAME: AN
INTENSIVE VOCABULARY DEVELOPMENT PROGRAM 50 COMMERCIAL PROGRAMS 52
HELPING ENGLISH LANGUAGE LEARNERS 53 CLOSING THE GAP FOR ELLS 54
ASSESSING THE LANGUAGE DEVELOPMENT COMPONENT OFYOUR PROGRAM 56 5
BUILDING HIGHER-LEVEL THINKING SKILLS AND COMPREHENSION 57 TEACHING
SPECIFIC THINKING SKILLS 58 BOX 5.1 * MODEL PROGRAM: FOSTERING THINKING
BY USING A SCENARIO APPROACH 58 COMPARING 59 / CLASSIFYING 60 /
DETERMINING MAIN IDEAS 62 / MAKING INFERENCES 62 / DIFFICULTIES IN
MAKING INFERENCES 63 / DRAWING LOGICAL CONCLUSIONS 64 / PREDICTING 64 /
EVALUATING 65 FOCUS ON COMPREHENSION 66 REQUEST 66 / RECIPROCAL TEACHING
68 / QUESTIONING THE AUTHOR 69 / ACCOUNTABLE TALK 70 / USING
QUESTION-ANSWER RELATIONSHIPS (QAR) 72 AFFECTIVE COMPONENT OF
COMPREHENSION 74 BOOSTING LOW-ACHIEVING READERS THINKING AND
COMPREHENSION 75 BOX 5.2 MODEL PROGRAM: INSTRUCTION JOR GOOD DECODERSWHO ARE POOR COMPREHENDERS 75 BUILDING BACKGROUND 76 MAKING CONNECTIONS
76 PUTTING IT ALL TOGETHER: USING A GO! CHART 77 PREPARING STUDENTS FOR
HIGH-STAKES COMPREHENSION TESTS 77 VI CONTENTS BOX 5.3 * TEST
PREPARATION: PERSONAL PERSPECTIVE 78 PLANNED TEST PREPARATION 83 /
PLANNING A PROGRAM 85 ASSESSING THE THINKING SKILLS COMPONENT OFYOUR
PROGRAM 86 6 BUILDING BACKGROUND THROUGH INFORMATIONAL READING AND
WRITING 87 1MPORTANCE OF 1NFORMATIONAL TEXT 87 NEED FOR MORE
INFORMATIONAL TEXTS FOR UNDERACHIEVING STUDENTS 88 / FOSTERING THE
READING OF INFORMATIONAL TEXT 89 BOX 6.1 * MODEL PROGRAM: THE EMOTIONAL
POWER OF INFORMATIONAL TEXT 89 NEED FOR BOTH NARRATIVE AND INFORMATIONAL
TEXT 90 THEMES: READING IN DEPTH 91 USING THE CONTENT AREAS TO CLOSE THE
GAP USING SCIENCE TO BUILD READING SKILLS 92 CONTENT-AREA TEXTS 93 91 /
PROVIDING PREPARATION FOR READING 1MPROVING ACCESS TO TEXTS 94 USING
WRITING TO CLOSE THE GAP 94 USE OF A COMMON RUBRIC 95 / INCREASING
WRITING TIME 95 / NOT ALL WRITING IS EQUAL 96 / WRITING REQUIRES
INSTRUCTION 96 / MODEL PROGRAMS 96 ASSESSING THE READING AND WRITING
1NFORMATIONAL TEXT COMPONENT OF YOUR PROGRAM 98 7 USING EXTENSIVE
READING TO CLOSE THE GAP 99 BOX 7.1 * EXEMPLARY PROGRAM: JUST READ 100
EXTRA READING 1S NEEDED TO CLOSE THE GAP 101 SETTING ASIDE TIME FOR
SELF-SELECTED READING 101 INDEPENDENT READING: A STRUCTURED VERSION OF
VOLUNTARY READING 103 / INDEPENDENT READING IN ACTION 106 / MATERIALS
107 / ORGANIZATION 108 READING APPROPRIATE LEVEL BOOKS FOR MAXIMUM GAIN
108 MOTIVATING VOLUNTARY READING 109 THE ROLE OF DISCUSSION IN FOSTERING
VOLUNTARY READING 109 / THE ROLE OF HIGH-QUALITY INSTRUCTION 110 / THE
ROLE OF FOLLOW-UP QUIZZES 110 / THE ROLE OF THE MEDIA SPECIALIST 110 /
COPING WITH THE LOST BOOK PROBLEM 112 CONTENTS VII IMPACT OF BOOK
DISCUSSION GROUPS 112 RESPONDING TO LITERATURE 113 ASSESSING THE
EXTENSIVE READING COMPONENT OF YOUR PROGRAM 116 8 PHONOLOGICAL AWARENESS
AND WORD ANALYSIS 117 PHONOLOGICAL AWARENESS 117 HELPING STUDENTS WHO
HAVE DIFFICULTY DEVELOPING PHONEMIC AWARENESS 118 / ACTIVITIES FOR
DEVELOPING PHONOLOGICAL AWARENESS 119 / PHONOLOGICAL AWARENESS AND WORD
ANALYSIS 121 / ROAD TO THE CODE 123 HOW WORDS ARE READ 123 SYSTEMATIC,
FUNCTIONAL, CONTEXTUAL PHONICS 125 INTEGRATING SOUND-BY-SOUND AND
ONSET-RIME APPROACHES TO TEACHING PHONICS 127 SYLLABIC ANALYSIS AS PART
OF PHONICS INSTRUCTION 131 HELPING STUDENTS WHO HAVE DIFFICULTY WITH
MULTISYLLABIC WORDS 131 PATTERN APPROACH 132 / SORTING 132 THE
IMPORTANCE OFTEACHING NEEDED SKILLS 133 HELPFUL ACTIVITIES FOR
STRUGGLING READERS 133 CREATING A WORD WALL 133 TEACHING DECODING
STRATEGIES 134 PROMPTING STRATEGY USE 134 / USING CONTEXT 135 / THE
IMPORTANCE OF COACHING 136 BALANCING INSTRUCTION AND APPLICATION 136
DECODABLE TEXT 136 BUILDING FLUENCY 137 BOX 8.1 * PREDICTABLE BOOKS:
PERSONAL PERSPECTIVE 137 HIGH-FREQUENCY WORDS 138 IMPORTANCE OF
PHONOLOGICAL PROCESSING 140 PROVIDING GUIDANCE IN WORD LEARNING SKILLS
140 MORPHEMIC ANALYSIS 141 CONTEXTUAL ANALYSIS 142 DERIVING THE MEANING
OF A WORD FROM CONTEXT 143 VIII CONTENTS GLOSSARY AND DICTIONARY USAGE
145 USING GLOSSARIES 145 / USING DICTIONARIES 145 ASSESSING THE WORD
ANALYSIS COMPONENT O/YOUR PROGRAM 146 9 THE EFFECTIVENESS 0/ AFFECTIVE
FACTORS 147 HIGH EXPECTATIONS 147 BASING EXPECTATIONS ON PROGRESS 148
THE IMPORTANCE 0/ CARING 148 USING MOTIVATION TO OVERCOME THE GAP 149
TASKS MUST BE DOABLE 151 OVERCOMING ROADBLOCKS 151 ACTIVE INVOLVEMENT151 / ATTENTION 151 / PERSISTENCE 152 / REFLECTIVITY 152 / FLEXIBILITY
152 / ATTRIBUTION 152 / MOTIVATING STUDENTS TO PUT FORTH NEEDED EFFORT
153 / TAKING RESPONSIBILITY 153 USING ENGAGEMENT TO CLOSE THE GAP 153
BOX 9.1 * MODEL TEACHING: INTEGRATING MOTIVATION AND STRATEGY
INSTRUCTION 155 ASSESSING THE AFFECTIVE COMPONENT 0/ YOUR PROGRAM 156 10
USING ADDED RESOURCES TO CLOSE THE GAP 157 TUTORING 157 TRAINED
PROFESSIONALS 157 / VOLUNTEER TUTORS 158 / CHARACTERISTICS OF EFFECTIVE
TUTORING PROGRAMS 158 / PEER TUTORING 159 / PALSOVERVIEW 160 / CROSS-AGE
TUTORING 161 / NCLB MANDATED TUTORING 161 PROVIDING EXTRA TIME 162
SUMMER SCHOOL 162 ALTERNATIVES TO SUMMER SCHOOL 164 ROLE 0/ RETENTION
165 SOCIAL PROMOTION 165 / LIMITING RETENTION 166 SOME ALTERNATIVES TO
RETENTION 167 GETTING AN EARLY START: KINDERGARTEN AND PRESCHOOL 168
KINDERGARTEN 168 / PRESCHOOL PROGRAMS 169 / QUALITY OF PRESCHOOL
CONTENTS IX VARIES 170 / HEAD START PROGRAMS 171 / IMPORTANCE OF
EXTENDED SUPPORT 171 / NEED FQR TRANSITIONING 172 ASSESSING THE USE 0/
EXTRA RESOUREES COMPONENT O/YOUR PROGRAM 172 BOX 10.1 * EXEMPLARY PREK
PROGRAM: BRIGHT BEGINNINGS 173 11 ORGANIZING TO CLOSE THE GAP 175
LITERAEY COMMITTEE 175 BOX 11.1 * MODEL PROGRAM: LITERACY COMMITTEE
FOSTERS COOPERATION 175 GRADE-LEVEL MEETINGS 176 ORGANIZATIONAL FAETORS
THAT HELP CLOSE THE GAP 176 SMALLER CLASS SIZES 176 / TIME 177 /
GROUPING 177 / HIGH-PAYOFF ACTIVITIES 178 / PROVIDING EXTRA PRACTICE 178
/ HOMEWORK 179 / CHALLENGING WORK: STANDARDS IN PRACTICE 179 THE ROLE 0/
PARAEDUEATORS 179 THE ROLE O/TEST PREPARATION 181 DANGER OF EXCESSIVE
TEST PREPARATION 183 USING TEEHNOLOGY TO CLOSE THE GAP 183 USING E-BOOKS
184 / FREE AND INEXPENSIVE SOURCES OF MATERIALS 184 / LEARNING AIDS 185
/ TEXT-TO-SPEECH SOFTWARE 185 BEHAVIOR MANAGEMENT 185 RESPONSIVE
CLASSROOM 186 BOX 11.2 * EXEMPLARY PROGRAMS: MATERIALS JOR STUDENTS WITH
DISABILITIES 186 ROUTINES 187 / KEY MANAGEMENT STRATEGIES 187 / LOGICAL
CONSEQUENCES 187 / TIME-OUT 188 / FREEZE 188 / OTHER RESPONSIVE
CLASSROOM ELEMENTS 188 THE ROLE 0/ SPECIAL EDUEATION 188 CONCEPT OF
RESPONSE TO INTERVENTION 189 USING EFFEETIVE READING PROGRAMS TO CLOSE
THE GAP 189 GUIDED READING 189 / BASAL! ANTHOLOGY APPROACH 190 /
OPTIMIZING BASALLNSTRUCTION 190 / ALTERNATIVES TO BASAL PROGRAMS 192 /
READING WORKSHOP (INDIVIDUALIZED READING) 192 / EFFECTIVE TECHNIQUES 193
INTERVENTIONLPREVENTION PROGRAMS 193 HELPING STUDENTS WHO FAIL TO MAKE
PROGRESS DESPITE INTERVENTION 197 ASSESSING THE ORGANIZATIONAL
COMPONENTS 0/ YOUR PROGRAM 199 X CONTENTS 12 CREATING A LITERACY
IMPROVEMENT PLAN 201 ASSEMBLING THE ELEMENTS OF A LITERACY IMPROVEMENT
PROGRAM 201 IMPLEMENTING THE LITERACY IMPROVEMENT PROGRAM 202
PROFESSIONAL DEVELOPMENT 204 DATA-BASED PROFESSIONAL DEVELOPMENT 204 BOX
12.1 * MODEL PROGRAM: DATA-BASED PROFESSIONAL DEVELOPMENT 204 STANDARDS
FOR PROFESSIONAL DEVELOPMENT 205 BOX 12.2 * DATA-BASED PROFESSIONAL
DEVELOPMENT: PERSONAL PERSPECTIVE 205 STEPS FOR CREATING A PROFESSIONAL
DEVELOPMENT PROGRAM 206 TEAM APPROACH 209 BOX 12.3 * STUDY GROUPS AT
URBAN PUBLIE: PERSONAL PERSPECTIVE 209 ASSESSING THE PROFESSIONAL
DEVELOPMENT COMPONENT OFYOUR PROGRAM 210 REFERENCES 211 INDEX 222
|
| adam_txt |
CONTENTS PREFACE XI 1 THE LITERACY GAP 1 DIMENSIONS 0/ THE GAP 1 BEYOND
TEST SCORES 2 / SCHOOLS THAT FAIL TO MAKE AYP 3 CAUSES 0/ THE GAP 3
STUDENT VERSUS TEACHER PERCEPTIONS OF CAUSES OF THE GAP 4 BOX 1.1 *
NCLB: PERSONAL PERSPECTIVE 4 ROLE O/NCLB IN CLOSING THE GAP 5
COMPOSITION O/YOUR CLASS OR SCHOOL 5 2 PROGRAMS THAT CLOSE THE GAP 7
SCHOOLS THAT BEAT THE ODDS 7 90/90/90 SCHOOLS 7 CHARACTERISTICS 0/
SCHOOLS THAT BEAT THE ODDS 8 EFFECTIVE TEACHERS 8 PRINCIPLES 0/
SUCCESSFUL TEACHING 9 DEVELOPING EXPERTISE IN ALL TEACHERS 9 / EFFECTIVE
ADMINISTRATORS 10 / CHILDREN-FIRST PHILOSOPHY 10 / SENSE OF COMMON
PURPOSE 11 / SMALL- GROUP INSTRUCTION 11 / HIGHER-LEVEL THINKING SKILLS
12 / COACHING STYLE 12 / COLLABORATIVE APPROACH 12 / FLEXIBILITY AND
DETERMINATION 12 / EFFECTIVE TEACHING 13 / EXTERNAL SUPPORT 13
COMPLEXITY 0/ SCHOOL IMPROVEMENT 13 CREATING A PROGRAM THAT BEATS THE
ODDS 14 CREATING AVISION 15 SETTING GOALS AND OBJECTIVES 16 INVOLVING
STUDENTS IN THE GOAL SETTING PROCESS 17 III IV CONTENTS CONDUCTING A
NEEDS ASSESSMENT 17 BOX 2.1 * NEEDS ASSESSMENT: PERSONAL PERSPECTIVE 18
3 THE ROLE 0/ ASSESSMENT IN CLOSING THE GAP 21 MAKING THE MATCH 21
OBTAINING PLACEMENT INFORMATION 22 / MAKING THE MATCH AT THE UPPER
LEVELS 23 SCREENING STUDENTS 24 CONTINUOUS PROGRESS MONITORING 25
MONITORING PROGRAM PROGRESS 26 USING INFORMAL ASSESSMENT 26 / CONTINUOUS
PROGRESS MONITORING TESTS ON THEWEB 27 BOX 3.1 * MODEL PROGRAM: BEATING
THE ODDS WITH MONTHLY PORTFOLIO MEETINGS 27 RESERVATIONS ABOUT THE USE
OF NONSENSE WORDS 28 / ADAPTING THE DIBELS 28 DIAGNOSIS 29 OUTCOME
MEASURES 29 ROW EFFECTIVE SCHOOLS USE ASSESSMENT DATA 29 BOX 3.2 * MODEL
PROGRAM: USING DATA TO MAKE IMPROVEMENTS 30 ASSESSING MATERIALS 30 BOX
3.3 * LEVELING BOOKS: PERSONAL PERSPECTIVE 32 ASSESSING THE ASSESSMENT
COMPONENT OFYOUR PROGRAM 33 4 BUILDING LANGUAGE 35 DEVELOPING LANGUAGE
IN THE CLASSROOM 36 BUILDING VOCABULARY 37 CHANGING NATURE OF READING 38
THE WORDS STUDENTS NEED TO KNOW 38 FOCUS ON HIGH-FREQUENCY WORDS 41
ASSESSING STUDENTS' WORD KNOWLEDGE 41 EMBEDDED AND SYSTEMATIC PROGRAMS
42 AFOUR-PART PROGRAM 42 CONTENTS V USING READ-ALOUDS TO BUILD
VOCABULARY 43 TEXTTALK 44 WIDE READING 45 BOX 4.1 * TEXT TALK: PERSONAL
PERSPECTIVE 45 VOCABULARY NOTEBOOKS 47 FOSTERING AN INTEREST IN WORDS 47
VOCABULARY ACTIVITIES 48 USING IMAGING TO LEARN WORDS 50 LABELED
ILLUSTRATIONS 50 SETTING GOALS FOR VOCABULARY LEARNING 50 FAME: AN
INTENSIVE VOCABULARY DEVELOPMENT PROGRAM 50 COMMERCIAL PROGRAMS 52
HELPING ENGLISH LANGUAGE LEARNERS 53 CLOSING THE GAP FOR ELLS 54
ASSESSING THE LANGUAGE DEVELOPMENT COMPONENT OFYOUR PROGRAM 56 5
BUILDING HIGHER-LEVEL THINKING SKILLS AND COMPREHENSION 57 TEACHING
SPECIFIC THINKING SKILLS 58 BOX 5.1 * MODEL PROGRAM: FOSTERING THINKING
BY USING A SCENARIO APPROACH 58 COMPARING 59 / CLASSIFYING 60 /
DETERMINING MAIN IDEAS 62 / MAKING INFERENCES 62 / DIFFICULTIES IN
MAKING INFERENCES 63 / DRAWING LOGICAL CONCLUSIONS 64 / PREDICTING 64 /
EVALUATING 65 FOCUS ON COMPREHENSION 66 REQUEST 66 / RECIPROCAL TEACHING
68 / QUESTIONING THE AUTHOR 69 / ACCOUNTABLE TALK 70 / USING
QUESTION-ANSWER RELATIONSHIPS (QAR) 72 AFFECTIVE COMPONENT OF
COMPREHENSION 74 BOOSTING LOW-ACHIEVING READERS' THINKING AND
COMPREHENSION 75 BOX 5.2 MODEL PROGRAM: INSTRUCTION JOR GOOD DECODERSWHO ARE POOR COMPREHENDERS 75 BUILDING BACKGROUND 76 MAKING CONNECTIONS
76 PUTTING IT ALL TOGETHER: USING A GO! CHART 77 PREPARING STUDENTS FOR
HIGH-STAKES COMPREHENSION TESTS 77 VI CONTENTS BOX 5.3 * TEST
PREPARATION: PERSONAL PERSPECTIVE 78 PLANNED TEST PREPARATION 83 /
PLANNING A PROGRAM 85 ASSESSING THE THINKING SKILLS COMPONENT OFYOUR
PROGRAM 86 6 BUILDING BACKGROUND THROUGH INFORMATIONAL READING AND
WRITING 87 1MPORTANCE OF 1NFORMATIONAL TEXT 87 NEED FOR MORE
INFORMATIONAL TEXTS FOR UNDERACHIEVING STUDENTS 88 / FOSTERING THE
READING OF INFORMATIONAL TEXT 89 BOX 6.1 * MODEL PROGRAM: THE EMOTIONAL
POWER OF INFORMATIONAL TEXT 89 NEED FOR BOTH NARRATIVE AND INFORMATIONAL
TEXT 90 THEMES: READING IN DEPTH 91 USING THE CONTENT AREAS TO CLOSE THE
GAP USING SCIENCE TO BUILD READING SKILLS 92 CONTENT-AREA TEXTS 93 91 /
PROVIDING PREPARATION FOR READING 1MPROVING ACCESS TO TEXTS 94 USING
WRITING TO CLOSE THE GAP 94 USE OF A COMMON RUBRIC 95 / INCREASING
WRITING TIME 95 / NOT ALL WRITING IS EQUAL 96 / WRITING REQUIRES
INSTRUCTION 96 / MODEL PROGRAMS 96 ASSESSING THE READING AND WRITING
1NFORMATIONAL TEXT COMPONENT OF YOUR PROGRAM 98 7 USING EXTENSIVE
READING TO CLOSE THE GAP 99 BOX 7.1 * EXEMPLARY PROGRAM: JUST READ 100
EXTRA READING 1S NEEDED TO CLOSE THE GAP 101 SETTING ASIDE TIME FOR
SELF-SELECTED READING 101 INDEPENDENT READING: A STRUCTURED VERSION OF
VOLUNTARY READING 103 / INDEPENDENT READING IN ACTION 106 / MATERIALS
107 / ORGANIZATION 108 READING APPROPRIATE LEVEL BOOKS FOR MAXIMUM GAIN
108 MOTIVATING VOLUNTARY READING 109 THE ROLE OF DISCUSSION IN FOSTERING
VOLUNTARY READING 109 / THE ROLE OF HIGH-QUALITY INSTRUCTION 110 / THE
ROLE OF FOLLOW-UP QUIZZES 110 / THE ROLE OF THE MEDIA SPECIALIST 110 /
COPING WITH THE LOST BOOK PROBLEM 112 CONTENTS VII IMPACT OF BOOK
DISCUSSION GROUPS 112 RESPONDING TO LITERATURE 113 ASSESSING THE
EXTENSIVE READING COMPONENT OF YOUR PROGRAM 116 8 PHONOLOGICAL AWARENESS
AND WORD ANALYSIS 117 PHONOLOGICAL AWARENESS 117 HELPING STUDENTS WHO
HAVE DIFFICULTY DEVELOPING PHONEMIC AWARENESS 118 / ACTIVITIES FOR
DEVELOPING PHONOLOGICAL AWARENESS 119 / PHONOLOGICAL AWARENESS AND WORD
ANALYSIS 121 / ROAD TO THE CODE 123 HOW WORDS ARE READ 123 SYSTEMATIC,
FUNCTIONAL, CONTEXTUAL PHONICS 125 INTEGRATING SOUND-BY-SOUND AND
ONSET-RIME APPROACHES TO TEACHING PHONICS 127 SYLLABIC ANALYSIS AS PART
OF PHONICS INSTRUCTION 131 HELPING STUDENTS WHO HAVE DIFFICULTY WITH
MULTISYLLABIC WORDS 131 PATTERN APPROACH 132 / SORTING 132 THE
IMPORTANCE OFTEACHING NEEDED SKILLS 133 HELPFUL ACTIVITIES FOR
STRUGGLING READERS 133 CREATING A WORD WALL 133 TEACHING DECODING
STRATEGIES 134 PROMPTING STRATEGY USE 134 / USING CONTEXT 135 / THE
IMPORTANCE OF COACHING 136 BALANCING INSTRUCTION AND APPLICATION 136
DECODABLE TEXT 136 BUILDING FLUENCY 137 BOX 8.1 * PREDICTABLE BOOKS:
PERSONAL PERSPECTIVE 137 HIGH-FREQUENCY WORDS 138 IMPORTANCE OF
PHONOLOGICAL PROCESSING 140 PROVIDING GUIDANCE IN WORD LEARNING SKILLS
140 MORPHEMIC ANALYSIS 141 CONTEXTUAL ANALYSIS 142 DERIVING THE MEANING
OF A WORD FROM CONTEXT 143 VIII CONTENTS GLOSSARY AND DICTIONARY USAGE
145 USING GLOSSARIES 145 / USING DICTIONARIES 145 ASSESSING THE WORD
ANALYSIS COMPONENT O/YOUR PROGRAM 146 9 THE EFFECTIVENESS 0/ AFFECTIVE
FACTORS 147 HIGH EXPECTATIONS 147 BASING EXPECTATIONS ON PROGRESS 148
THE IMPORTANCE 0/ CARING 148 USING MOTIVATION TO OVERCOME THE GAP 149
TASKS MUST BE DOABLE 151 OVERCOMING ROADBLOCKS 151 ACTIVE INVOLVEMENT151 / ATTENTION 151 / PERSISTENCE 152 / REFLECTIVITY 152 / FLEXIBILITY
152 / ATTRIBUTION 152 / MOTIVATING STUDENTS TO PUT FORTH NEEDED EFFORT
153 / TAKING RESPONSIBILITY 153 USING ENGAGEMENT TO CLOSE THE GAP 153
BOX 9.1 * MODEL TEACHING: INTEGRATING MOTIVATION AND STRATEGY
INSTRUCTION 155 ASSESSING THE AFFECTIVE COMPONENT 0/ YOUR PROGRAM 156 10
USING ADDED RESOURCES TO CLOSE THE GAP 157 TUTORING 157 TRAINED
PROFESSIONALS 157 / VOLUNTEER TUTORS 158 / CHARACTERISTICS OF EFFECTIVE
TUTORING PROGRAMS 158 / PEER TUTORING 159 / PALSOVERVIEW 160 / CROSS-AGE
TUTORING 161 / NCLB MANDATED TUTORING 161 PROVIDING EXTRA TIME 162
SUMMER SCHOOL 162 ALTERNATIVES TO SUMMER SCHOOL 164 ROLE 0/ RETENTION
165 SOCIAL PROMOTION 165 / LIMITING RETENTION 166 SOME ALTERNATIVES TO
RETENTION 167 GETTING AN EARLY START: KINDERGARTEN AND PRESCHOOL 168
KINDERGARTEN 168 / PRESCHOOL PROGRAMS 169 / QUALITY OF PRESCHOOL
CONTENTS IX VARIES 170 / HEAD START PROGRAMS 171 / IMPORTANCE OF
EXTENDED SUPPORT 171 / NEED FQR TRANSITIONING 172 ASSESSING THE USE 0/
EXTRA RESOUREES COMPONENT O/YOUR PROGRAM 172 BOX 10.1 * EXEMPLARY PREK
PROGRAM: BRIGHT BEGINNINGS 173 11 ORGANIZING TO CLOSE THE GAP 175
LITERAEY COMMITTEE 175 BOX 11.1 * MODEL PROGRAM: LITERACY COMMITTEE
FOSTERS COOPERATION 175 GRADE-LEVEL MEETINGS 176 ORGANIZATIONAL FAETORS
THAT HELP CLOSE THE GAP 176 SMALLER CLASS SIZES 176 / TIME 177 /
GROUPING 177 / HIGH-PAYOFF ACTIVITIES 178 / PROVIDING EXTRA PRACTICE 178
/ HOMEWORK 179 / CHALLENGING WORK: STANDARDS IN PRACTICE 179 THE ROLE 0/
PARAEDUEATORS 179 THE ROLE O/TEST PREPARATION 181 DANGER OF EXCESSIVE
TEST PREPARATION 183 USING TEEHNOLOGY TO CLOSE THE GAP 183 USING E-BOOKS
184 / FREE AND INEXPENSIVE SOURCES OF MATERIALS 184 / LEARNING AIDS 185
/ TEXT-TO-SPEECH SOFTWARE 185 BEHAVIOR MANAGEMENT 185 RESPONSIVE
CLASSROOM 186 BOX 11.2 * EXEMPLARY PROGRAMS: MATERIALS JOR STUDENTS WITH
DISABILITIES 186 ROUTINES 187 / KEY MANAGEMENT STRATEGIES 187 / LOGICAL
CONSEQUENCES 187 / TIME-OUT 188 / FREEZE 188 / OTHER RESPONSIVE
CLASSROOM ELEMENTS 188 THE ROLE 0/ SPECIAL EDUEATION 188 CONCEPT OF
RESPONSE TO INTERVENTION 189 USING EFFEETIVE READING PROGRAMS TO CLOSE
THE GAP 189 GUIDED READING 189 / BASAL! ANTHOLOGY APPROACH 190 /
OPTIMIZING BASALLNSTRUCTION 190 / ALTERNATIVES TO BASAL PROGRAMS 192 /
READING WORKSHOP (INDIVIDUALIZED READING) 192 / EFFECTIVE TECHNIQUES 193
INTERVENTIONLPREVENTION PROGRAMS 193 HELPING STUDENTS WHO FAIL TO MAKE
PROGRESS DESPITE INTERVENTION 197 ASSESSING THE ORGANIZATIONAL
COMPONENTS 0/ YOUR PROGRAM 199 X CONTENTS 12 CREATING A LITERACY
IMPROVEMENT PLAN 201 ASSEMBLING THE ELEMENTS OF A LITERACY IMPROVEMENT
PROGRAM 201 IMPLEMENTING THE LITERACY IMPROVEMENT PROGRAM 202
PROFESSIONAL DEVELOPMENT 204 DATA-BASED PROFESSIONAL DEVELOPMENT 204 BOX
12.1 * MODEL PROGRAM: DATA-BASED PROFESSIONAL DEVELOPMENT 204 STANDARDS
FOR PROFESSIONAL DEVELOPMENT 205 BOX 12.2 * DATA-BASED PROFESSIONAL
DEVELOPMENT: PERSONAL PERSPECTIVE 205 STEPS FOR CREATING A PROFESSIONAL
DEVELOPMENT PROGRAM 206 TEAM APPROACH 209 BOX 12.3 * STUDY GROUPS AT
URBAN PUBLIE: PERSONAL PERSPECTIVE 209 ASSESSING THE PROFESSIONAL
DEVELOPMENT COMPONENT OFYOUR PROGRAM 210 REFERENCES 211 INDEX 222 |
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| callnumber-first | L - Education |
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| callnumber-subject | LB - Theory and Practice of Education |
| ctrlnum | (OCoLC)60323404 (DE-599)BVBBV021287944 |
| dewey-full | 372.43 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.43 |
| dewey-search | 372.43 |
| dewey-sort | 3372.43 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| format | Book |
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| id | DE-604.BV021287944 |
| illustrated | Illustrated |
| index_date | 2024-07-02T13:49:06Z |
| indexdate | 2024-07-09T20:34:47Z |
| institution | BVB |
| isbn | 020545626X |
| language | English |
| lccn | 2005047513 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014608852 |
| oclc_num | 60323404 |
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| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XII, 228 S. graph. Darst. |
| publishDate | 2006 |
| publishDateSearch | 2006 |
| publishDateSort | 2006 |
| publisher | Pearson, Allyn and Bacon |
| record_format | marc |
| spelling | Gunning, Thomas G. Verfasser aut Closing the literacy gap Thomas G. Gunning Boston [u.a.] Pearson, Allyn and Bacon 2006 XII, 228 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Reading Remedial teaching Literacy programs School improvement programs Nachhilfeunterricht (DE-588)4115330-3 gnd rswk-swf Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd rswk-swf Nachhilfeunterricht (DE-588)4115330-3 s Schreib- und Lesefähigkeit (DE-588)4481193-7 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014608852&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Gunning, Thomas G. Closing the literacy gap Reading Remedial teaching Literacy programs School improvement programs Nachhilfeunterricht (DE-588)4115330-3 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd |
| subject_GND | (DE-588)4115330-3 (DE-588)4481193-7 |
| title | Closing the literacy gap |
| title_auth | Closing the literacy gap |
| title_exact_search | Closing the literacy gap |
| title_exact_search_txtP | Closing the literacy gap |
| title_full | Closing the literacy gap Thomas G. Gunning |
| title_fullStr | Closing the literacy gap Thomas G. Gunning |
| title_full_unstemmed | Closing the literacy gap Thomas G. Gunning |
| title_short | Closing the literacy gap |
| title_sort | closing the literacy gap |
| topic | Reading Remedial teaching Literacy programs School improvement programs Nachhilfeunterricht (DE-588)4115330-3 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd |
| topic_facet | Reading Remedial teaching Literacy programs School improvement programs Nachhilfeunterricht Schreib- und Lesefähigkeit |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014608852&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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