Becoming A Reader: A Developmental Approach to Reading Instruction / Edition 3

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Main text for undergraduate and graduate courses in Elementary Reading/Literacy Instruction. 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. Organized around stages of development rather than randomly arranged topics.

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Editorial Reviews

A basic developmental reading text for pre-service and in-service teachers, with material organized around stages in reading development. Provides concise descriptions of various aspects of literacy learning and instruction, supplemented by examples and case studies. Coverage includes the use of commercial readiness materials, reading as a meaning-making process, motivation to read and write, vocabulary development, and organizing and managing classroom reading instruction. Includes chapter summaries, case studies of students, and examples of classroom instructional strategies. Annotation c. Book News, Inc., Portland, OR (
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Product Details

  • ISBN-13: 9780205332939
  • Publisher: Pearson
  • Publication date: 4/23/2003
  • Edition description: New Edition
  • Edition number: 3
  • Pages: 408
  • Product dimensions: 6.92 (w) x 8.97 (h) x 0.55 (d)

Table of Contents

Each chapter concludes with “Summary” and “Bibliography.”



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.

Case Studies.

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.

Case Studies.

II. Becoming Fluent.

4. Transitional Stage.

Goal 1: Fluency.

Goal 2: Motivation to Read and Write.

Goal 3: Emphasis on Reading for Meaning.


Case Studies.

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.


Case Studies.

9. Refinement Stage.

Effective Instructional Programs.

10. Refinement Stage: Content Area Reading.

Teacher-Directed Study of Informational Texts.

Independent Study Strategies.

Case Studies.

IV. Assessment.

11. Assessment.

Formal Assessment.

Informal Assessment.

Case Studies.

Naturalistic Assessment.

Standards-Based Assessment.

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.

Gifted Readers.

Learning-Disabled/Remedial Readers.

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.

Author Index.

Subject Index.

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