Becoming a Reader: A Developmental Approach to Reading InstructionBecoming a Reader: A Developmental Approach to Reading Instruction, Second Edition, is intended as a basic developmental reading text for preservice and in-sevice teachers. It has been our experience in teaching undergraduate and graduate students in education that a developmental perspective of literacy learning provides a helpful framework for understanding the process. We have found that most textbooks on reading methods are organized topically, with chapters on word identification, comprehension, study strategies, use of basal readers, literature, and classroom organization. Becoming a Reader is organized differently. We use a stage model of reading development to describe how children become skilled readers. Specific topics (such as word identification and comprehension) are discussed within this broader framework. The text represents a synthesis of current thinking about how literacy is acquired. We have endeavored to produce a reader-friendly text by providing concise descriptions of the various aspects of literacy learning and instruction, supplemented by examples and case studies. To avoid overburdening the reader with lengthy literature reviews, have have cited only the most current and relevant sources to document and support the viewpoints presented. As you read the text, bear in mind that we regard literacy learning as a language-learning process that is best acquired through the functional, purposeful use of print. The instructional methods we advocate reflect this basic premise. |
Contents
Content and Features of the Text | 7 |
Emergent Reading Stage | 15 |
Initial Reading Stage | 51 |
Copyright | |
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ability grouping activities appropriate asked assessment awareness basal readers basic literacy stage beginning readers Cambourne chapter child children's literature classroom comprehension concepts content area discussion DRTA example fluency future shock goals grade help students identify initial readers instructional program International Reading Association John's Kim's language experience learning logs lesson letters literacy development literature materials meaning miscues norm-referenced tests oral reading passage patterns phonemic awareness phonics Portsmouth practice predictable prior knowledge questions read aloud reading activities reading and writing reading instruction reading progress reading stage refinement stage rereading responses retelling Searfoss selection self-selected reading semantic semantic mapping semantic web sentence share sight vocabulary silent reading skills sounds stage of reading stage readers story structured overview study strategies summarizing sustained silent reading teacher teaching tests Theresa tion topic transitional stage understanding word identification strategies