Reading Process and Practice

Preface xv Definitions of Reading: They Make a Difference 1(13) The Importance of a Definition 1(3) Characterizing Reading and Reading Instruction 4(6) Activity 1 Activity 2 Activity 3 For Further Exploration 10(4) Schemas and Transactions in the Reading Process 14(27) Comprehending and Learning to Read 14(1) The Meaning of Words and Sentences: A First Look 15(2) Schemas: What Are They? 17(2) Schemas in Reading 19(2) Schemas and Transactions 21(3) Pragmatics: Situational, Social, and Cultural Factors in Reading 24(3) Transactions Within the Language of the Text: Grammatical Signals 27(2) Surface Versus Deep Structure 29(3) Contrasting Models of Reading and Learning to Read 32(6) Comprehending Language in Reading A Skills View of Reading and Learning to Read A Transactional, Sociopsycholinguistic View of Reading and Learning to Read For Further Exploration 38(3) Contexts and Strategies in the Reading Process 41(20) The Varieties of Context: An Overview 41(3) Context Beyond the Sentence and the Text 44(5) Using Context to Determine Meaning and Acquire Vocabulary Using Context to Identify Words Context Within the Sentence 49(3) Language Cues and Reading Strategies 52(2) Context in Reading: Review and Preview 54(3) For Further Exploration 57(4) What Miscues Tell Us About Reading and Readers: Reciprocal Insights 61(27) Reading Proficiency and the Use of Context 62(9) Miscues on Basic Sight Words Constructing Meaning and Reconstructing Text Good Versus Less Proficient Readers' Use of Context Why Not Word Identification? 71(3) Words as Symbols Constructing Meaning Without All the Words Constructing Meaning and Forgetting the Words Implications for Understanding Dialect Miscues 74(3) Revaluing Readers 77(3) Review and Beyond 80(1) For Further Exploration 81(7) Word Perception in the Reading Process 88(32) The Eyes and the Brain 89(2) Parts of Words at Work 91(3) Activity 1 Activity 2 Activity 3 Parts of Words in Review How We Perceive Words 94(5) Activity 1 Activity 2 Syllables: A Perceptually Salient Unit More on Reading by Analogy 99(2) The Role of Phonics Rules in the Reading Process 101(3) Word Parts and Word Perception in Review 104(1) Eye Movement and Eye Fixation Studies and the Perception of Words 105(5) Popular Claims by 0ft-Cited Researchers Eye Fixation Research Proficient Reading: ``Flow'' Rather than ``Fluency'' 110(1) Towards a More Complete Model of the Reading Process 111(5) For Further Exploration 116(4) Understanding What Miscues Can Tell Us About Readers' Strategies 120(35) What We Can Learn by Analyzing Miscues 121(1) Miscue Markings 122(3) Substitution Insertion Omission Partial Reversal Correction Unsuccessful Attempt at Correction Abandoning a Correct Response Repetition Pause Sounding Out Mumble Miscues That Reflect Good Strategies 125(8) Miscues That Reflect Good Prediction Miscues Involving Pronouns and Function Words Miscues That Reflect Readers' Language Patterns Immature Speech Pattern Ethnic, Social, or Regional Dialect ESL-Related and EFL-Relate Miscues Miscues That Result from Monitoring Comprehension Restructurings Regressions to Correct Repetitions and Pauses Miscues That Suggest Inefficient Reading 133(2) Overcorrection of Miscues Miscues That Suggest Ineffective Reading 135(1) The Use of Graphic Cues in Relation to Other Cues 136(2) Effective Use of Graphic Cues Along with Other Cues Underuse of Graphic Cues Overuse of Graphic Cues and Underuse of Other Cues Related but Different Approaches to Miscue Analysis 138(6) Miscue Analysis in the Goodman Tradition Crucial Differences Between Miscue Analysis and Running Records For Further Exploration 144(11) Analyzing Miscues and Looking for Patterns 155(29) Miscues and the Use of Context 156(5) Marking and Coding Miscues on the Selection Copy 161(2) Coding the Miscues Analyzing, Coding, and Interpreting the Data from Tony's Miscues 163(5) Analyzing and Coding Tony's Miscues Interpretation of Tony's Miscue Patterns Another Way of Coding Tony's Miscues Marking Miscues Coding 168(2) How to Mark Miscues on the Selection copy General Principles and Procedures for Coding Miscues 170(5) Question 1: Did the miscue reflect the speaker's ordinary speech patterns? Question 2: Did the miscue go with the grammar and meaning of what came before? Question 3: Did the miscue go with the grammar and moaning of what followed? Question 4: Did the miscue leave the essential meaning of the sentence intact? Question 5: Was the miscue corrected? Question 6: Was the miscue graphically similar? Question 7: Was the sentence, as the reader finally left it, semantically acceptable within the whole original selection that was read? Alternative Miscue Analysis Procedures and Forms 175(4) Analyzing Jay's Miscues 179(4) Interpretation of Jay's Miscue Patterns For Further Exploration 183(1) Developing a Reader Profile: From Assessment to Instruction 184(28) The Reading Interview and the First Session 185(6) The Reading Interview Preparing for and Conducting the First Session Recording the Data from the Interview Preparing for and Conducting the Second Session 191(9) Preparing for the Reading Preparing for the Retelling and Extended Discussion Preparing to Ask Questions About a Story Conducting the Oral Reading and Retelling Discussion Recording the Retelling Data Recording the Miscues on the Selection Copy Coding the Miscues and Analyzing Patterns Developing a Reader Profile: Tangling with the Messiness of Reality 200(8) The Reading Interview The Retelling and Discussion Miscues, Miscue Patterns, and Reading Strategies An Instructional Plan Additional Forms for Recording Data 208(3) Other Aspects of a Reading Portfolio and Profile 211(1) For Further Exploration 211(1) Revaluing Readers, Retrospective Miscue Analysis, and Other Strategies for Helping Readers 212(19) Phonics, Words, and Reading 213(1) Efficient Reading and Fluency 214(1) Revaluing Readers 215(1) Erica: From Analysis to Assistance 216(5) Analyzing Erica's Miscues Helping Erica Revalue Herself as a Reader Retrospective Miscue Analysis 221(5) Teachers Choosing the Miscues for Discussion Readers Selecting Their Own Miscues for Discussion Retrospective Miscue Analysis with Pairs or Groups The ``Think-Aloud'' Strategy 226(1) Helping Readers Develop Needed Concepts, Vocabulary, and Strategies 227(1) Extra Help Through Shared Reading and Constructive Reading Strategies 228(2) For Further Exploration 230(1) Addressing Students' Needs in a Comprehensive Literacy Program 231(20) Major Components of a Comprehensive Literacy Program 232(3) Other Literacy Experiences for Readers in Need 235(7) Language Experience and Guided Writing Books on Tape Support from Another Reader Unrehearsed Reading: The Pitfalls of ``Round-Robin'' Reading Choral Reading and Readers Theater Choosing Appropriate Texts 242(1) Matching Instruction to Readers' Varied Needs 243(6) In Conclusion 249(1) For Further Exploration 250(1) Reading Research from Differing Perspectives 251(25) Research from a Skills Perspective 253(9) An Attempt to Achieve Consensus: Preventing Reading Difficulties in Young Children Before the National Reading Panel Report: Critiques of the Skills Research The National Reading Panel Report Other Critiques of the NRP Report and Its Methodology Research from a Comprehensive Literacy Perspective 262(13) Research on ``Decodable'' Texts Classroom Research on the Effects and Effectiveness of Comprehensive Literacy Programs Acquiring Literacy in a Second Language Through Book-Based Programs Observational Research from the Center on English Learning and Achievement For Further Exploration 275(1) Designing a Comprehensive Literacy Program 276(28) Guiding Principles and Practices 278(2) Reading and Writing Workshops: The Heart of a Comprehensive Literacy Program 280(18) Reading Workshops Assessment Writing Workshops How Might We Organize a Classroom Literacy Program? 298(5) Comments on the Sample Schedules For Further Exploration 303(1) Research on Learning and Teaching Phonics 304(21) Clarifying Some Concepts and Terms 305(5) Phonological Awareness Phonics, ``Phonics Knowledge,'' and Decoding Letter-Sound Knowledge in Learning to Read Words 310(4) Reading Words by Analogy Developmental Patterns in Review Relationships Between Phonemic Awareness and Learning to Read 314(3) Phonemic Awareness Promotes Learning to Read Learning to Read Promotes Phonemic Awareness Learning to Read and Phonemic Awareness Facilitate Each Other The National Reading Panel Report on Phonics 317(7) Major Distortions in the Summary of the NRP Report Interpreting NRP Claims About Reading Growth Negative or No Conclusions from the NRP Subgroup Report on Phonics Summary of Actual NRP Findings Considerations and Cautions For Further Exploration 324(1) Teaching Comprehension Strategies and Phonics Skills 325(40) Teaching Reading Strategies at the Macro Level 327(6) Teaching Strategies in the Primary Grades Teaching Strategies in the Intermediate and Middle Grades Teaching Reading Strategies at the Micro Level 333(10) A Reading Detective Club Considering Strategies for Dealing with Words Using Prompts and Developing Strategy Charts and Bookmarks Teaching Phonics and Phonemic Awareness 343(16) The Shared Reading Experience-and More Intensive, Systematic Phonics A Perspective on Teaching Phonics And Let Us Keep in Mind... 359(1) So Let Us Not Forget... For Further Exploration 359(6) Foundations for Universal Literacy, by Margaret Moustafa 365(14) Early Readers 365(4) Early Reading Instruction 369(4) Beyond Decoding 373(1) Beyond Instruction 374(2) Towards Universal Literacy 376(1) For Further Exploration 377(2) Notes 379(6) References 385(32) Index 417