A
Activities for teachers, 12
assessment, 160–163
culturally oriented, 140–141
decoding and spelling motivation, 136–137
family involvement, 138–139
genre differences in writing, 47–48, 50–51
interventions, 164–166
language development, 70–71
management of small groups, 165–166
metacognition, 72–75
most valuable to teachers, 14–15
phonemes, 104–105
phonemic awareness, 106–109
playing with symbols, 41–42
comprehension, 72–75, 47–48, 50–51
reference book, 46
vocabulary words and contexts, 70–75
written language, 43–45, 49–51, 110–113
Alphabetic principle, 3, 6, 30, 33, 34, 43–45, 81, 110–113
Assessment
of reading, 19, 56, 60, 147–148, 149, 151–153, 160–161, 168–170
of teacher education and professional development, 10, 157–159, 173
B
Background knowledge
before teacher education courses, 17–19
for comprehension, 2, 33, 55, 66, 74
C
Certification, 5
Children’s literature, 18–19
Competence
phonological awareness of young children, 81, 83, 92
Comprehension. See also Language development
activities, 70–75
and metacognition, 3, 6, 66–69, 79–80, 127
and motivation to read, 126–127
print conventions and, 65
teaching strategies, 63, 64–65
think-aloud technique, 68–69
vocabulary words and, 3, 6, 56–57, 62–66, 72–73, 78–79
Computers
case study in chat rooms, 16
in interventions, 155–157, 172–173
Cultural diversity considerations
activities, 140–141
in course work, 18
dialects of English-speaking students, 38, 60–61, 70–71, 83, 85–86, 89–91, 115
in motivation, 121, 122, 133, 140–141, 144–146
preparedness of teachers for, 21
in print concepts, 34–35, 43–45
in spoken language, 38, 60–61, 77–78
D
Derivational morphemes, 85
E
English language (American)
borrowed words, 88–89
course work for teachers, 18
dialects/diversity, 38, 60–61, 70–71, 83, 85–86, 89–91, 115
oral vs. written, 38
orthography (spelling rules), 45
print concepts, 34–36
as second language, 61–62, 77–78, 89, 97, 147, 148
Etymology, 81
F
Family involvement, 19, 132–133, 138–139, 144–146, 154
components of, 101
defined, 82
model program, 103
resources, 115–118
G
Genre differences
activities, 50–51
cross-curriculum (expository prose), 31, 37, 47–48, 61–62
resources on, 53–54
H
I
Inflectional morphemes, 85–86
Interventions
activities, 160–166
assessment of reading, 19, 147–148, 149, 151–153, 168–170
computers in, 155–157, 172–173
English as a second language and, 62
instructional groupings, 155, 165–166, 172
resources on, 167–171
successful programs, 153–154, 170–172
support personnel, 148, 153–154
“wait to fail” vs. “earlier is better” principle, 150
L
Language development. See also Comprehension;
Spoken language;
Written language
activities, 70–75
Language structure, facts about, 83–91, 114–115
Letter-sound connection. See Phonics
Literacy
developers as mentors, 5
levels in America, 12–13
spoken language and, 58–60, 70–71
of teachers, 14
M
Mentoring of novice teachers, 5, 14, 16
Metacognition, comprehension and, 3, 6, 66–69, 79–80, 127
Morphology and morphemes, 44, 84–86, 91
Motivation to read
activities, 134–141
behaviors related to, 120, 122
comprehension strategies and, 126–127
culture and, 121, 122, 133, 140–141, 144–146
decoding and spelling, 129, 136–137
essential concepts, 123–126
instructional strategies, 122–123, 126–127, 134–135
lesson types and, 124–126
measuring and evaluating, 124, 131–132
play as, 125–126
reading materials and, 37, 122, 127–129, 134–135
resources, 142–146
teaching directly about, 131–132
writing as, 39–40, 122–123, 129–131, 134–135, 136–137
Multilingual classrooms. See also Cultural diversity considerations
speaking of and in, 60–62
Myths about
phonemic awareness, 96–97
teacher role in writing, 40
O
Opportunity-to-learn standards, 11
Oral language. See Spoken language
Orthography (spelling rules), deep, 45, 81
P
Phonemes and phonology
alphabetic principle and, 81, 110–113
articulatory descriptions, 87
chain shifts, 90
dialects and, 89–91
and foreign language learning, 88–89, 110–113
mergers, 90
notation, 86
patching strategies, 88–89
science behind, 86–87
syllable subdivisions, 87, 90–91, 105
Phonemic awareness
competence of young children, 81, 83, 92
English as a second language and, 97
myths about instruction, 96–97
resources, 115–118
teaching activities, 43–45, 93, 94–95, 106–109
writing and, 94–96
Phonics, 6
analytic approaches, 99
effectiveness of programs, 9, 99–100
morphology and, 85
proficiency of children, 3, 98
resources, 115–118
synthetic methods, 99
systematic, 98–99
teacher preparation in, 100–101
textbook completeness, 83
Phonological awareness, 96–97
Pilot testing of teaching plans, 42
Play
learning through, 29–30
as motivation to read, 125–126
sample activities, 41–42
Practicing reading, 102–103, 127
Prevention of reading difficulties, 7.
See also Interventions
alphabetic system, 6, 30, 34, 43–45, 81, 110–113
cultural differences in, 34–35, 43–45
early encounters with, 29
letter-sound connection (phonics), 3, 6, 33
play with symbols, 29–34
proficiency of kindergarten children with, 3
Professional development. See also Activities for teachers;
Teacher education
coaches, 156–157
expenditures (funding) for, 20, 23
participation levels, 22
time commitment, 83
Proficiency in reading
National Assessment of Educational Progress, 12–13
teaching resources and, 25
Public policy on reading, 8, 22
R
Reading aloud
by children, 33
to children, 31, 33, 34, 58–59
Reading instruction. See also Interventions
direct, 131–132
grouping of students, 155, 165–166, 172
integrated approach, 6, 8, 150
metanalysis of research on, 9
myths about methods, 40
opportunity-to-learn standards, 11
standards, 19–20
Reading materials, choosing, 37, 122, 127–129, 134–135
Reading to learn, 31, 37, 47–48
Reference books, introducing children to, 36, 46
Research collaboration on instructional practice, 16
Risk factors for reading problems, 149
S
Semantic webs, 63
Special education, 150
Spelling
activities, 136–137
interference, 106
motivation to learn, 129, 136–137
and phonemic awareness, 34, 95, 97
Spoken language. See also English, Phonemic awareness
cultural diversity considerations, 38, 60–61, 77–78
facts about, 83–91
morphology and morphemes, 44, 84–86
in multilingual classrooms, 60–62, 77–78
phonology and phonemes, 86–91, 104–105
vocabulary and concepts, 62–66, 72–73, 78–79
written language compared, 37–38, 48, 54, 58–60
Standards for teacher education, 9–11, 24–25, 158
Symbols
alphabetic, 6, 30, 33, 34, 81, 110–113
T
Teacher education. See also Activities for teachers;
Professional development
assessment of, 10, 157–159, 173
behavioral and cognitive sciences, 17–18, 32
children’s literature, 18–19
content of teacher preparation, 10–11, 15
continuous nature of, 14
course work, 5, 13–14, 15, 17–20
English language, 18
foreign language study, 17
forms of, 14–17
importance, 5
learning forms and processes, 15–17
research on, 9–10
resources on, 24–28
social sciences, 18
Teachers of young children. See also Teacher education and professional development
career trajectory, 4
knowledge base, 17–20
literacy, 14
master teacher’s qualities, 1–3
perceptions of preparedness, 21–22
phases in a career, 15
public views of importance of, 4
research involvement, 157, 159
Think-aloud instruction technique, 68–69
V
Vocabulary words, 3, 6, 56–57, 62–66, 72–73, 78–79
W
Word identification strategies, 82, 99, 100, 136–137
Writing
dictation practice, 95
as motivation to read, 39–40, 122–123, 129–131, 134–135, 136–137
and phonemic awareness, 94–96
resources on, 54
teacher’s influence, 40
tools for, 131
Written language
alphabetic principle, 6, 30, 33, 34, 81, 110–113
early encounters with, 29
genre differences, 31, 36–37, 47–48, 50–51, 53–54
literacy and, 38–39
phonemic awareness and, 97
resources on, 52–54
sample activities, 43–45