As many teachers find, it is often not enough to simply surround the
elementary school student with good literature and implement a reading
program. A reading methods text must first identify how to teach reading
in order to be effective. In Teaching Reading: From Process to Practice,
Barchers provides teacher with an integrated literature approach to developing
a reading program for K-8 students, combining the best of both basal
readers and literature.
Barchers' balanced approach incorporates a literature-based framework
with phonetics, basal texts, sight word instruction, and other methods
of teaching reading, showing how to develop a reading program that will
spire children to read across the curriculum.
Features:
- "Involving Parents" sections in each chapter
- Practical ideas for addressing the needs of special learners
- "Spotlight" sections that demonstrate classroom applications
of literature integration
- "Something to Try" sections that give teachers the opportunity
to use field-tested strategies.
- A multi-ethnic and diversity feature for each chapter
- Focus questions, terms defined in margins, and a glossary
- Ready-to-use teaching units
- Extensive bibliographies, such as books for teaching phonics
Table of Contents
Chapter One: early History and Theories of Reading
A Brief History of Reading in North America; Directed Reading Activities and
Modern Basal Readers; The Mystery of Reading; Definitions of Reading; Theories
of the Reading Process; Discovering Your Beliefs about Reading.
Chapter Two: Instructional Reading Approaches
Teaching Reading with Basal Texts; Language Experience Approach; Individualized
Reading Program; Literature Reading Program; Whole Language.
Chapter Three: Emergent Literacy
Contexts for Early Literacy Experiences; Early Reading Instruction; Emergent
Writers; Taking the Next Step; Early Intervention Programs; Language Differences;
Puppet Play: The Three Billy Goats Gruff.
Chapter Four: Identifying Words
Beginning Word Recognition and Understanding; Strategies for Recognizing and
Understanding Words; Technology and Identifying Words.
Chapter Five: Teaching Vocabulary
Vocabulary and Reading Comprehension; Traditional Vocabulary Instruction; Indirect
Vocabulary Instruction; Goals of Vocabulary Instruction; Characteristics
of Ineffective Vocabulary Instruction; Strategies for Effective Vocabulary
Instruction; Vocabulary and Learners with Special Needs; Activities for Teaching
Vocabulary; Technology and Vocabulary Development.
Chapter Six: Comprehension
The Contexts of Reading Comprehension; Building Reading Comprehension; Supporting
Reading Comprehension; Supporting Comprehension with Second-Language Learners;
Technology and Comprehension.
Chapter Seven: Using Fiction and Folk Literature
Alphabet Books; Counting and Number Books; Fictional Picture Books; Modern
Fantasy Books; Historical, Realistic, and Science Fiction; Folk Literature.
Chapter Eight: Poetry, Informational Books, and Biography
Poetry Books; Informational Books; Biography and Autobiography; The Challenge
of Censorship.
Chapter Nine: Managing Instruction with Literature
Individual Instruction; Partner Reading; Small-Group Instruction; Learners
with Special Needs and Second-Language Learners; Managing the Use of Technology.
Chapter Ten: Integrating Reading and Writing
Integrating Reading and Writing; The Writing Process; Managing the Writing
Program; Using Technology; making the Reading-Writing Connection with Folk
Literature; Sample Readers Theatre Script: The Big Bad Wolf Goes to the Doctor
to Find Out Why He Can't Huff and Puff Anymore.
Chapter Eleven: Content-Area Reading
Working with Content-Area Textbooks; Expository Text; Trade Books in the Content
Area; Strategies for Teaching in the Content Area; Technology in the Content
Areas; Working with Diverse Learners; Readability Formula That Saves Time;
Resources for Integrating Literature with Textbooks.
Chapter Twelve: Reading Assessment and Evaluation
Assessment and Evaluation; Formal Assessment; Informal Assessment; Involving
Parents in Evaluation; Learners with Special Needs and Second-Language Learners;
Assessment and Report Cards.
Chapter Thirteen: The Literate Environment
The Importance of the Literate Environment; Supporting the Home Environment;
Assessing the Environment; The Physical Environment; The Intellectual Environment;
The Environment for Learners with Special Needs; The Multicultural Environment;
Theme or Role-Playing Environments; Library Environments; Informal Learning
Environments.
Chapter Fourteen: Building Reading and Writing Units
Kinds of Units; Reading and Writing Units; Deciding When to Use Units; Choosing
a Unit; Planning a Unit; Using Parents and Volunteers; Upper Intermediate/Middle
School Unit on the Civil War.
Chapter Fifteen: Putting the Reading Program Together
Advantages of Commercial Reading Programs; Using a Basal Reader; Preparing
for the First Week in Intermediate and Middle School Classrooms.
Appendices:
Appendix A: Survival Unit
Appendix B: Research Reports
Appendix C: Multicultural Books
Appendix D: Readers Theatre
Appendix E: Storytelling for Children
Appendix F: Newbery Award Winners
Caldecott Award Winners
