What successful literacy teachers do: 70 research-based strategies for teachers, reading coaches, and instructional planners
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Thousand Oaks, CA
Corwin Press
2007
|
| Schlagworte: | |
| Online-Zugang: | Table of contents only Inhaltsverzeichnis |
| Beschreibung: | XIX, 163 S. |
| ISBN: | 9781412916141 9781412916158 |
Internformat
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| 245 | 1 | 0 | |a What successful literacy teachers do |b 70 research-based strategies for teachers, reading coaches, and instructional planners |c Neal A. Glasgow ; Thomas S. C. Farrell |
| 264 | 1 | |a Thousand Oaks, CA |b Corwin Press |c 2007 | |
| 300 | |a XIX, 163 S. | ||
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| 650 | 4 | |a Englisch | |
| 650 | 4 | |a Reading | |
| 650 | 4 | |a English language |x Composition and exercises |x Study and teaching | |
| 650 | 4 | |a Effective teaching | |
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| 700 | 1 | |a Farrell, Thomas S. C. |d ca. 20./21. Jh. |e Verfasser |0 (DE-588)137907435 |4 aut | |
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Datensatz im Suchindex
| _version_ | 1804136651924963328 |
|---|---|
| adam_text | Contents
Foreword
xi
Paula
Jameson
Preface
xiii
Acknowledgments
xiv
About the Authors
xvi
Introduction
xvii
Chapter
1:
The Very Complex and Often Controversial History,
Philosophy, and Theory of Reading and Literacy
1
Chapter
2.
Phonics, Phonemics, and Decoding
11
Strategy
1:
Sound it out : Coach word recognition in
beginning reading.
11
Strategy
2:
Teach phonemic awareness and phonics in
the classroom and at home.
12
Strategy
3:
Use decoding to improve word identification
problems and improve fluency.
14
Strategy
4:
Use drama rhymes to teach reading.
15
Strategy
5:
Consider visual-syntactic text formatting for
digital text as a technique for increased academic
achievement and long-term reading proficiency.
16
Chapter
3.
Vocabulary, Spelling, and Word Study
19
Strategy
6:
Revisit and reconsider the role that vocabulary
instruction plays in comprehension and
reading motivation.
19
Strategy
7:
Use teacher read-alouds as an effective practice
for enhancing two of the critical components
of reading instruction.
22
Strategy
8:
Use semantic impressions to teach vocabulary.
23
Strategy
9:
Use word expert cards to teach vocabulary.
25
Strategy
10:
Whether you develop your own word-study/spelling
approach or teach with a published program of
some type, you need to match the specific system
with the developmental stages of the learners.
26
Chapter
4.
Fluency
28
Strategy
11:
With the right strategies, reading fluency can be
improved in middle and high school classrooms.
28
Strategy
12:
Let learners read as much as possible.
30
Strategy
13:
We are all reading teachers and we should act as
reading role models.
31
Strategy
14:
Keep in mind the three key elements of reading
fluency: accuracy in word decoding, automaticity
in recognizing words, and the use of meaningful
oral expression and learn how to address them
within instruction.
32
Chapter
5.
Comprehension
35
Strategy
15:
Try a thinking out loud strategy to help reveal
children s thought processes as they try to
make sense of text.
35
Strategy
16:
Use information trade book retellings to improve
student comprehension of expository text structures.
39
Strategy
17:
Explore these three ways to get students to interact
with the text in reading classes: summarize,
share insights, and question.
41
Strategy
18:
Use drama techniques such as drawing, interviewing,
and story theater in the class to help students
interact with the text.
42
Strategy
19:
Allow students to choose what they want to read.
44
Strategy
20:
Use paraphrasing to promote reading comprehension.
45
Strategy
21:
Develop critical thinking and reasoning ability
through the use of fiction and nonfiction
books in the content areas.
47
Strategy
22:
Use talk as a strategy in the reading class.
49
Strategy
23:
Use scaffolding to improve reading comprehension.
51
Strategy
24:
Teach young children radical change
characteristics in picture books.
52
Chapter
6.
Interventions for Struggling and At-Risk Readers
54
Strategy
25:
Don t wait for formal testing to begin interventions
for students with reading disabilities.
54
Strategy
26:
Use early literacy intervention strategies to facilitate
appropriate student behavior.
56
Strategy
27:
Consider consulting with the speech pathologists
to create a multifaceted approach to build students
vocabulary and assist them in reading comprehension.
57
Strategy
28:
Consider peer tutoring, especially cross-age tutoring,
as an appropriate intervention for students whose
struggle to read continues to be significantly
below grade level.
59
Strategy
29:
Make it routine practice to foster self-efficacy and
motivation in your young readers.
62
Strategy
30:
Remember deficits in reading ability are often
associated with a complex range of issues beyond
academic achievement, such as lack of motivation,
poor self-esteem, and difficult social settings.
65
Strategy
31:
Examine the effects of reading interventions on social
outcomes for struggling elementary school readers.
68
Strategy
32:
Be patient with slower learners who require more
reading practice than other students.
71
Strategy
33:
Create a partnership between general education
teachers and special educators using a shared
classroom literacy program.
73
Chapter
7.
Help for English-Language Learners
75
Strategy
34:
Explore the definition of literacy and the
complexity of the term when applied to
bilingual and bicultural students.
75
Strategy
35:
In multicultural classrooms, reflect on the literacy
instructional practices of the countries your students
come from and how these practices affect their
performance in U.S. schools.
78
Strategy
36:
Consider the variety of elements that support literacy
intervention for young English-language learners.
81
Strategy
37:
Don t forget visual texts or reading pictures,
either literary or factual, can be a powerful
medium for learning and can assist L2 learners
literacy development.
82
Strategy
38:
Use learners native languages in literacy instruction.
Strategy
39:
For second-language learners, teach reading
before testing it.
Strategy
40:
Use similarities between Spanish and English
to facilitate spelling instruction.
Chapter
8.
Literacy Instruction and Assessment Across the
Curriculum
87
Strategy
41:
Strategy
42:
Strategy
43:
When grading a student s writing, consider
what the student is able to do well before noting
what needs improvement.
Consider the use of open-book tests to promote and
encourage the assigned textbook reading and the skills
required to quickly find and utilize information.
Move beyond the simplistic notion of a balanced
approach to literacy instruction and explore
more fully what it means to be a literate
person and how we can help students.
Strategy
44:
Reexamine
the nature and notion of content
literacy and how it is reflected in your
professional approach to literacy-related content
activities in your classroom.
Strategy
45:
As a content teacher, learn to carefully select
literacy instructional design principles that have
been documented to improve comprehension of
specific content, skills, and higher-order thinking.
Strategy
46:
Consider popular song lyrics as a prereading
vehicle to help create a motivating context for
more specific subject matter concepts.
Chapter
9.
Literacy and Instructional Materials
Strategy
47:
Use your school hallways and other public areas
at school to display the use of a variety of literacies
as they provide insights into how literacy is practiced
and valued (or devalued) in schools.
Strategy
48:
Help young boys make a positive and compatible
connection between their masculinity and success
as readers.
Strategy
49:
Include multicultural works when developing a
quality English curriculum.
90
90
92
94
99
102
106
108
108
111
113
Strategy
50:
Take a look at one of the best resources for
recommended literature available, the Recommended
Literature: Kindergarten Through Grade Twelve
on the California Department of Education s Web site.
116
Strategy
51:
Use folk literature in the reading class.
118
Strategy
52:
Let children read and write great poetry.
119
Strategy
53:
Use nonfiction readings in the primary grades.
121
Chapter
10.
Family and Community Literacy
123
Strategy
54:
Utilize a variety of print materials to inspire student
reading and writing.
123
Strategy
55:
Encourage use of libraries to provide a more
inclusive literature collection for sexual minorities.
125
Strategy
56:
Reflect on the complex issues surrounding school
literature selection for bilingual and bicultural
students.
126
Strategy
57:
Find the out-of-classroom forces that shape
reading habits and reading choices of young people
to better develop their personal reading interests.
128
Strategy
58:
Don t overlook the obvious, the public library and
the library card, as motivating factors within
your literacy strategies.
130
Strategy
59:
Literacy programs work best by involving
the whole family.
133
Strategy
60:
Explore ways parents can help their children
read at home.
135
Strategy
61:
Make children aware of community library
literacy programs.
136
Strategy
62:
Rather than imposing a school literacy curriculum
on parents, consider listening to the parents voices
about a shared curriculum.
137
Strategy
63:
Become an advocate for improved home literacy
environments (HLE) for all students, especially
for preschool and K-3 students.
139
Chapter
11.
Literacy, Technology, and the Internet
141
Strategy
64:
Optimize the purchase and use of word-processing
spell-checker programs to better serve the needs
of students with learning disabilities.
141
Strategy
65:
Become just as familiar with literacy-useful software
as you are with your students favorite literature.
143
Strategy
66:
Look to children s out-of-school uses of the Internet
for instructional reading strategies for the classroom.
145
Strategy
67:
For children with reading difficulties, text-to-speech
software offers some of the benefits of shared reading.
150
Strategy
68:
Use the Internet to improve reading comprehension.
154
Strategy
69:
Use electronic pen pals (ePALS) to have students
communicate with people and sites beyond the
classroom.
155
Strategy
70:
Use CD-ROM storybooks with early readers.
157
Index
159
|
| adam_txt |
Contents
Foreword
xi
Paula
Jameson
Preface
xiii
Acknowledgments
xiv
About the Authors
xvi
Introduction
xvii
Chapter
1:
The Very Complex and Often Controversial History,
Philosophy, and Theory of Reading and Literacy
1
Chapter
2.
Phonics, Phonemics, and Decoding
11
Strategy
1:
"Sound it out": Coach word recognition in
beginning reading.
11
Strategy
2:
Teach phonemic awareness and phonics in
the classroom and at home.
12
Strategy
3:
Use decoding to improve word identification
problems and improve fluency.
14
Strategy
4:
Use drama rhymes to teach reading.
15
Strategy
5:
Consider visual-syntactic text formatting for
digital text as a technique for increased academic
achievement and long-term reading proficiency.
16
Chapter
3.
Vocabulary, Spelling, and Word Study
19
Strategy
6:
Revisit and reconsider the role that vocabulary
instruction plays in comprehension and
reading motivation.
19
Strategy
7:
Use teacher "read-alouds" as an effective practice
for enhancing two of the critical components
of reading instruction.
22
Strategy
8:
Use semantic impressions to teach vocabulary.
23
Strategy
9:
Use word expert cards to teach vocabulary.
25
Strategy
10:
Whether you develop your own word-study/spelling
approach or teach with a published program of
some type, you need to match the specific system
with the developmental stages of the learners.
26
Chapter
4.
Fluency
28
Strategy
11:
With the right strategies, reading fluency can be
improved in middle and high school classrooms.
28
Strategy
12:
Let learners read as much as possible.
30
Strategy
13:
We are all reading teachers and we should act as
reading role models.
31
Strategy
14:
Keep in mind the three key elements of reading
fluency: accuracy in word decoding, automaticity
in recognizing words, and the use of meaningful
oral expression and learn how to address them
within instruction.
32
Chapter
5.
Comprehension
35
Strategy
15:
Try a "thinking out loud strategy" to help reveal
children's thought processes as they try to
make sense of text.
35
Strategy
16:
Use information trade book retellings to improve
student comprehension of expository text structures.
39
Strategy
17:
Explore these three ways to get students to interact
with the text in reading classes: summarize,
share insights, and question.
41
Strategy
18:
Use drama techniques such as drawing, interviewing,
and story theater in the class to help students
interact with the text.
42
Strategy
19:
Allow students to choose what they want to read.
44
Strategy
20:
Use paraphrasing to promote reading comprehension.
45
Strategy
21:
Develop critical thinking and reasoning ability
through the use of fiction and nonfiction
books in the content areas.
47
Strategy
22:
Use talk as a strategy in the reading class.
49
Strategy
23:
Use scaffolding to improve reading comprehension.
51
Strategy
24:
Teach young children "radical change"
characteristics in picture books.
52
Chapter
6.
Interventions for Struggling and At-Risk Readers
54
Strategy
25:
Don't wait for formal testing to begin interventions
for students with reading disabilities.
54
Strategy
26:
Use early literacy intervention strategies to facilitate
appropriate student behavior.
56
Strategy
27:
Consider consulting with the speech pathologists
to create a multifaceted approach to build students'
vocabulary and assist them in reading comprehension.
57
Strategy
28:
Consider peer tutoring, especially cross-age tutoring,
as an appropriate intervention for students whose
struggle to read continues to be significantly
below grade level.
59
Strategy
29:
Make it routine practice to foster self-efficacy and
motivation in your young readers.
62
Strategy
30:
Remember deficits in reading ability are often
associated with a complex range of issues beyond
academic achievement, such as lack of motivation,
poor self-esteem, and difficult social settings.
65
Strategy
31:
Examine the effects of reading interventions on social
outcomes for struggling elementary school readers.
68
Strategy
32:
Be patient with "slower learners" who require more
reading practice than other students.
71
Strategy
33:
Create a partnership between general education
teachers and special educators using a shared
classroom literacy program.
73
Chapter
7.
Help for English-Language Learners
75
Strategy
34:
Explore the definition of literacy and the
complexity of the term when applied to
bilingual and bicultural students.
75
Strategy
35:
In multicultural classrooms, reflect on the literacy
instructional practices of the countries your students
come from and how these practices affect their
performance in U.S. schools.
78
Strategy
36:
Consider the variety of elements that support literacy
intervention for young English-language learners.
81
Strategy
37:
Don't forget visual texts or "reading pictures,"
either literary or factual, can be a powerful
medium for learning and can assist L2 learners'
literacy development.
82
Strategy
38:
Use learners' native languages in literacy instruction.
Strategy
39:
For second-language learners, teach reading
before testing it.
Strategy
40:
Use similarities between Spanish and English
to facilitate spelling instruction.
Chapter
8.
Literacy Instruction and Assessment Across the
Curriculum
87
Strategy
41:
Strategy
42:
Strategy
43:
When grading a student's writing, consider
what the student is able to do well before noting
what needs improvement.
Consider the use of open-book tests to promote and
encourage the assigned textbook reading and the skills
required to quickly find and utilize information.
Move beyond the simplistic notion of a "balanced
approach to literacy instruction" and explore
more fully what it means to be a literate
person and how we can help students.
Strategy
44:
Reexamine
the nature and notion of "content
literacy" and how it is reflected in your
professional approach to literacy-related content
activities in your classroom.
Strategy
45:
As a content teacher, learn to carefully select
literacy instructional design principles that have
been documented to improve comprehension of
specific content, skills, and higher-order thinking.
Strategy
46:
Consider popular song lyrics as a "prereading"
vehicle to help create a motivating context for
more specific subject matter concepts.
Chapter
9.
Literacy and Instructional Materials
Strategy
47:
Use your school hallways and other public areas
at school to display the use of a variety of literacies
as they provide insights into how literacy is practiced
and valued (or devalued) in schools.
Strategy
48:
Help young boys make a positive and compatible
connection between their masculinity and success
as readers.
Strategy
49:
Include multicultural works when developing a
quality English curriculum.
90
90
92
94
99
102
106
108
108
111
113
Strategy
50:
Take a look at one of the best resources for
recommended literature available, the "Recommended
Literature: Kindergarten Through Grade Twelve"
on the California Department of Education's Web site.
116
Strategy
51:
Use folk literature in the reading class.
118
Strategy
52:
Let children read and write great poetry.
119
Strategy
53:
Use nonfiction readings in the primary grades.
121
Chapter
10.
Family and Community Literacy
123
Strategy
54:
Utilize a variety of print materials to inspire student
reading and writing.
123
Strategy
55:
Encourage use of libraries to provide a more
inclusive literature collection for sexual minorities.
125
Strategy
56:
Reflect on the complex issues surrounding school
literature selection for bilingual and bicultural
students.
126
Strategy
57:
Find the "out-of-classroom" forces that shape
reading habits and reading choices of young people
to better develop their personal reading interests.
128
Strategy
58:
Don't overlook the obvious, the public library and
the library card, as motivating factors within
your literacy strategies.
130
Strategy
59:
Literacy programs work best by involving
the whole family.
133
Strategy
60:
Explore ways parents can help their children
read at home.
135
Strategy
61:
Make children aware of community library
literacy programs.
136
Strategy
62:
Rather than imposing a school literacy curriculum
on parents, consider listening to the parents' voices
about a shared curriculum.
137
Strategy
63:
Become an advocate for improved home literacy
environments (HLE) for all students, especially
for preschool and K-3 students.
139
Chapter
11.
Literacy, Technology, and the Internet
141
Strategy
64:
Optimize the purchase and use of word-processing
spell-checker programs to better serve the needs
of students with learning disabilities.
141
Strategy
65:
Become just as familiar with literacy-useful software
as you are with your students' favorite literature.
143
Strategy
66:
Look to children's "out-of-school" uses of the Internet
for instructional reading strategies for the classroom.
145
Strategy
67:
For children with reading difficulties, text-to-speech
software offers some of the benefits of shared reading.
150
Strategy
68:
Use the Internet to improve reading comprehension.
154
Strategy
69:
Use electronic pen pals (ePALS) to have students
communicate with people and sites beyond the
classroom.
155
Strategy
70:
Use CD-ROM storybooks with early readers.
157
Index
159 |
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| any_adam_object_boolean | 1 |
| author | Glasgow, Neal A. Farrell, Thomas S. C. ca. 20./21. Jh |
| author_GND | (DE-588)137907435 |
| author_facet | Glasgow, Neal A. Farrell, Thomas S. C. ca. 20./21. Jh |
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| ctrlnum | (OCoLC)77504480 (DE-599)BVBBV022539211 |
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| dewey-hundreds | 400 - Language |
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| dewey-search | 428.4071 |
| dewey-sort | 3428.4071 |
| dewey-tens | 420 - English & Old English (Anglo-Saxon) |
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| discipline_str_mv | Pädagogik Anglistik / Amerikanistik |
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| id | DE-604.BV022539211 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T18:09:36Z |
| indexdate | 2024-07-09T20:59:48Z |
| institution | BVB |
| isbn | 9781412916141 9781412916158 |
| language | English |
| lccn | 2006102700 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-015745689 |
| oclc_num | 77504480 |
| open_access_boolean | |
| owner | DE-29 DE-473 DE-BY-UBG |
| owner_facet | DE-29 DE-473 DE-BY-UBG |
| physical | XIX, 163 S. |
| publishDate | 2007 |
| publishDateSearch | 2007 |
| publishDateSort | 2007 |
| publisher | Corwin Press |
| record_format | marc |
| spelling | Glasgow, Neal A. Verfasser aut What successful literacy teachers do 70 research-based strategies for teachers, reading coaches, and instructional planners Neal A. Glasgow ; Thomas S. C. Farrell Thousand Oaks, CA Corwin Press 2007 XIX, 163 S. txt rdacontent n rdamedia nc rdacarrier Englisch Reading English language Composition and exercises Study and teaching Effective teaching Unterrichtserfolg (DE-588)4187076-1 gnd rswk-swf Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd rswk-swf Schreib- und Lesefähigkeit (DE-588)4481193-7 s Unterrichtserfolg (DE-588)4187076-1 s DE-604 Farrell, Thomas S. C. ca. 20./21. Jh. Verfasser (DE-588)137907435 aut http://www.loc.gov/catdir/toc/ecip077/2006102700.html Table of contents only Digitalisierung UB Bamberg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015745689&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Glasgow, Neal A. Farrell, Thomas S. C. ca. 20./21. Jh What successful literacy teachers do 70 research-based strategies for teachers, reading coaches, and instructional planners Englisch Reading English language Composition and exercises Study and teaching Effective teaching Unterrichtserfolg (DE-588)4187076-1 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd |
| subject_GND | (DE-588)4187076-1 (DE-588)4481193-7 |
| title | What successful literacy teachers do 70 research-based strategies for teachers, reading coaches, and instructional planners |
| title_auth | What successful literacy teachers do 70 research-based strategies for teachers, reading coaches, and instructional planners |
| title_exact_search | What successful literacy teachers do 70 research-based strategies for teachers, reading coaches, and instructional planners |
| title_exact_search_txtP | What successful literacy teachers do 70 research-based strategies for teachers, reading coaches, and instructional planners |
| title_full | What successful literacy teachers do 70 research-based strategies for teachers, reading coaches, and instructional planners Neal A. Glasgow ; Thomas S. C. Farrell |
| title_fullStr | What successful literacy teachers do 70 research-based strategies for teachers, reading coaches, and instructional planners Neal A. Glasgow ; Thomas S. C. Farrell |
| title_full_unstemmed | What successful literacy teachers do 70 research-based strategies for teachers, reading coaches, and instructional planners Neal A. Glasgow ; Thomas S. C. Farrell |
| title_short | What successful literacy teachers do |
| title_sort | what successful literacy teachers do 70 research based strategies for teachers reading coaches and instructional planners |
| title_sub | 70 research-based strategies for teachers, reading coaches, and instructional planners |
| topic | Englisch Reading English language Composition and exercises Study and teaching Effective teaching Unterrichtserfolg (DE-588)4187076-1 gnd Schreib- und Lesefähigkeit (DE-588)4481193-7 gnd |
| topic_facet | Englisch Reading English language Composition and exercises Study and teaching Effective teaching Unterrichtserfolg Schreib- und Lesefähigkeit |
| url | http://www.loc.gov/catdir/toc/ecip077/2006102700.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015745689&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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