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About the Book
Unlike other texts that are organized topically, this text addresses such specific topics like word identification and comprehension within the larger framework of literacy development just in time for the new emphasis placed on assessing students based on their developmental stage as dictated by local, state and national standards. Long awaited, this is a practical “how to do” book that represents a synthesis of many points of view on how to assess the reading needs of children and to address them with highly effective teacher-tested strategies.
What Reviewers Are Saying
“The chapters are well written and very organized
giving the college students a good sense of the different stages of reading a child goes through as they are growing up. They introduce the students to the new vocabulary (and) are easy to read but thoroughly explain the concepts and reading strategies. The textbook is well written and organized. I find the graphic overview to be very helpful to me as well as the college students. The case studies are excellent. This is what the college students need.
Baldwin Wallace College
“I really like how the case studies follow three students throughout the reading stages. These provide students with the chance to gain insight into students at different ability levels in the same developmental stage.”
Illinois State University
New to This Edition:
Meet the Authors
Michael O'Donnell is a professor of education and director of the University Summer Reading and Writing Workshop wherehe has taught at all grade levels and conducts research with young children, middle and high school students. He has also worked in the area of adult basic literary and has served as a consultant to many schools and government agencies including the US Department of Education. O'Donnell has published several textbooks.
Margo Wood is Associate Provost/Dean of Graduate Studies and professor of Literacy Education at the University of Southern Maine. She is author of two textbooks for teachers. A former classroom teacher and literacy specialist, her research interests include early literacy development and teacher research.
Stages of Literacy Development.
Content and Features of the Text.
I. The Beginning Reader.
1. Emergent Reading Stage.
Concept and Language Development.
Principles and Conditions of Language Learning.
Goals and Instruction in the Emergent Reading Stage.
A Word About Packaged Programs.
Assessing Early Literacy Development.
2. Initial Reading Stage: The Process of Learning to Read.
Goal 1: Understanding Reading as a Meaning-Making Process.
Goal 2: Acquiring Sight Vocabulary.
Goal 3: Developing Word Identification Strategies.
3. Initial Reading Stage: Instructional Approaches and Programs.
II. Becoming Fluent.
4. Transitional Stage.
Goal 1: Fluency.
Goal 2: Motivation to Read and Write.
Goal 3: Emphasis on Reading for Meaning.
Sources of Appropriate Literature for Transitional Stage Readers of Different Ages.
III. Fluent Readers.
5. Basic Literacy Stage.
The Comprehension Process.
6. Vocabulary Development.
How Conceptual Knowledge Is Acquired.
Guidelines for Vocabulary Instruction.
General Vocabulary Instruction.
7. Effective Reading of Texts.
Preparation for Reading: Content.
Preparation for Reading: Form.
Follow-Up to Reading: Questions and Answers.
8. Study Strategies.
Organizing and Summarizing Information.
Retaining and Using Information.
9. Refinement Stage.
Effective Instructional Programs.
10. Refinement Stage: Content Area Reading.
Teacher-Directed Study of Informational Texts.
Independent Study Strategies.
V. Organizing and Managing Classroom Reading Instruction.
12. Organization and Management.
Factors That Influence Organization.
13. Ms. Stein’s First Grade: A Literature-Based Program.
Ms. Stein’s Program.
How Ms. Stein Developed Her Program.
14. Mr. Gordon’s Fourth Grade: Using Basal Readers.
Mr. Gordon’s Program.
How Mr. Gordon Developed His Program.
15. Instructing Readers with Differences.
Readers with Linguistic Differences.
Appendix A: Informal Assessment of Study Strategies.
Appendix B: Examiners Manual: Informal Assessment of Elementary Reading.
Appendix C: Gorham (ME) Schools Literacy Guide.