Direct Instruction Reading / Edition 5

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For courses in Direct Reading Instruction, Remedial Reading, and Reading for Special Education Students.

Thoroughly integrating the latest guidelines from the National Reading Panel, this is a practical guide to teaching reading via the direct instruction reading approach, a proven program that's especially powerful with the most vulnerable learners - those at-risk because of poverty, disability/limited English. Rather than simply list method after method, these nationally known and respected authors provide a specific repertoire of carefully sequenced, highly prescriptive procedures for teaching decoding, comprehension, content reading, and study skills. For each skill to be taught, they recommend strategies, discuss optimal timing, offer examples, and explain how to correct errors. In addition, they thoughtfully examine the relationships among different reading skills.

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Product Details

  • ISBN-13: 9780135020852
  • Publisher: Pearson
  • Publication date: 4/9/2009
  • Series: Pearson Custom Education Series
  • Edition description: New Edition
  • Edition number: 5
  • Pages: 384
  • Sales rank: 284,820
  • Product dimensions: 7.50 (w) x 9.20 (h) x 1.00 (d)

Table of Contents


1. Perspectives on Reading Instruction.

2. A Model of Reading Instruction.

3. Classroom Reading Instruction.

4. Delivery of Instruction.


5. An Overview of Beginning Reading.

6. Phonemic Awareness and Alphabetic Understanding.

7. Letter-Sound Correspondence.

8. Sounding Out Regular Words.

9. Sight-Word Reading.

10. Irregular Words.

11. Vocabulary Instruction During the Beginning Stage.

12. Comprehension Instruction During the Beginning Stage.

13. Constructing and Implementing a School-wide Reading Program for the Beginning Stage.


14. Phonic Analysis.

15. Structural Analysis.

16. Irregular Words: Primary and Intermediate Grades.

17. Fluency Instruction and Passage Reading.

18. Vocabulary Instruction


19. Comprehension Skills and Procedures.

20. Narrative-Comprehension Strategies.

21. Critical Reading

22. Constructing and Implementing a School-wide Reading Program for the Primary and Intermediate Stages


23. Direct Instruction in Content-Area Reading.

Appendix A: Word Lists.

Appendix B: List of 400 Common Words.

Appendix C: Outline of Lessons for Beginning Phonics Program.

Appendix D: Basic Vocabulary for Beginning Readers and Suggestions for Assessing Student Knowledge.

Appendix E: Oral Language Screening Test and Record Form.

Appendix F: Beginning Phonics Assessment

Appendix G: Primary Phonics Assessment.


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In April of 2000, the National Reading Panel, a panel of scientists charged by the U.S. Congress with the responsibility of reviewing research in reading instruction and identifying methods that consistently relate to reading success, issued its long-awaited report.

The findings of the National Reading Panel confirmed the validity of the content and procedures that have been included in Direct Instruction Reading since the first edition. The panel pointed out the importance of teaching phonemic awareness (Chapter 6), letter-sound correspondences (Chapter 7), systematic and explicit phonics (Chapters 9, 10, 11, and 15), fluency (Chapter 18), vocabulary and language skills (Chapters 11 and 20), and strategies for comprehending narrative and content-area text (Chapters 21 to 24). Furthermore, the panel pointed out the importance of systematic and explicit teaching in all areas.

Direct Instruction Reading, unlike most textbooks, has not described multiple approaches to teaching beginning reading but instead has provided and continues to provide the reader with detailed information on how to systematically and explicitly teach essential reading skills. The direct instruction approach is highly congruent with the findings of the National Reading Panel. The approaches described in this text have been shown to benefit all students, but are especially powerful with the most vulnerable learners, children who are at risk because of poverty, disability, or limited knowledge of English.

This textbook is designed to provide teachers and soon-to-be teachers specific information that can help them to be effective with all their students. The text not onlyprovides information on what to do but explains why particular procedures are recommended. Even though publishers have begun to incorporate more research findings into their reading programs, teachers will find great differences among programs regarding their effectiveness with at-risk students and must be prepared to make needed modifications and adjustments to ensure a successful learning experience for all students.

Direct Instruction Reading presents information on how to provide success to students through structuring initial teaching procedures so that the teacher presentation is clear; using language and demonstrations that can be understood by all children; sequencing the content to be sure that all essential skills and knowledge are taught in an aligned and coherent manner; using teacher presentation techniques that foster a high degree of interaction between teacher and student; and providing adequate practice and review to develop high levels of fluency and accuracy.

Direct Instruction Reading attempts to help teachers create-a learning and instructional environment for teaching students in a humane and efficient manner. A learning environment is humane when the environment enhances the student's self-concept. Our experience, and our reading of the research, suggests that competence comes first, leading to increased self-concept. A learning environment is efficient when the maximum amount of learning occurs in the shortest possible time with the fewest resources.

The organization of Direct Instruction Reading has changed somewhat from the third edition. We have organized the chapters to be congruent with the five major areas of reading instruction identified by the National Reading Panel. We continue to devote a disproportionate amount of the book to beginning reading, because the first months of reading instruction are immensely important to later reading success.

The major change in this edition of Direct Instruction Reading is not in the instructional details for how to teach reading, but in the chapters that connect Direct Instruction with the findings of the National Reading Panel, the chapters on how to establish a classroom reading program, and the chapters that present the research base that supports the importance of direct, explicit instruction in reading. We have incorporated the research findings of the National Reading Panel in chapters throughout the text as well as in the research summaries. We have also updated the instructor's guide that accompanies this text.

As with previous editions, this edition is not intended to be a definitive handbook. As we work with students, we continue to learn, and this learning enables us to improve our procedures. Procedures can always be improved. The main purpose of the text is to empower teachers by providing them with specific suggestions for problems they will encounter in the classroom. It is our hope, however, that the systematic procedures recommended here will stimulate the development of even better procedures. Furthermore, we encourage teachers to view learning as an outcome of instruction, rather than a function of inalterable attributes of the learner. We also encourage commercial publishers to design better programs for students. Overall, we hope that this book contributes to better teaching methods for all students, particularly the hard-to-teach and at-risk students.

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