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From page 406... ... 406 INDEX Index A first grade, 207 first-third grades, 6, 7, 321 Abecedarian Project, 150, 152 kindergarten, 80, 179, 183 184-189 ADA, see Americans with Disabilities phonemic awareness and, 47, 153 Act 154, 248, 285, 314 Adams, Marilyn, 174-175 preventive interventions, 278 Adult education, 9 second grade, 212 Adults, 9, 98 second-language speakers, 157, 324 child-adult discourse, 148, 167, teacher education, 285, 288, 294 319, 321, 323 295, 296, 330 listening/reading comprehension, tutoring, 259, 261 64-65 see also Letter identification and see also Parents; Teachers mapping; Print media; Word African Americans, 27, 31, 155-156, recognition 242, 243, 316 American Federation of Teachers, 317 dialect speakers, 156, 239-242, 246, America Reads/Reading Excellence 341 Challenge, 305 first grade, 205 Americans with Disabilities Act, 18 NAEP, 97 Assessment, see Evaluation poverty, 155-156 Attention, 80, 211 Alliteration, 53, 149, 187 Attention deficits, 103, 105 Alphabetic principle, 3, 4, 15, 22, 23, Attitude, see Motivation and attitude 248, 315-316 Audiovisual presentations bilingualism, 157 for children, 59, 69 deaf children, 164 for parents, 9, 319 early childhood development, 42, school-based factors, 130 44, 47, 51, 56 teacher-assistance vs, 214 406 Read the entire page →
From page 407... ... INDEX 407 teacher education, 289-290 teacher education on, 285, 288, third grade, 83 297-298, 330 see also Computer-assisted Black persons, see African Americans instruction; Pictures; Book Buddies, 259 Television Book reading Auditory impairments, see Hearing early childhood development, 49, impairments 58, 139, 148, 149, 170 Australia, 186 family environment, 121, 139, 145, Automaticity, 23, 33, 90, 343 263 computer-assisted instruction, 252- kindergarten, 9, 80, 189, 323 253 language-impaired children, 165 early childhood development, 67, 166 75, 79 poverty and, 148 second-third grades, 210 predictable books, 182 teacher education, 285 second grade, 211 tutoring, 259 small-group instruction, 263 word recognition, 75, 79, 90, 252- tutoring, 255, 257, 259, 261 253; see also Sight words see also Big books; Rebus books; Awards and prizes Storybooks; Textbooks students, 130 Birth weight, 104, 162 teachers, 306 Blindness, see Visual impairments Bridge, 240-241 B C Basal reading, 173, 334, 344 curricular design, 173, 189-194, California, 295-296, 301, 302 206-207 California Achievement Test, 169 first grade, 198, 206-207, 208-210 Canada, 90, 235 kindergarten, 189-194 Capitalization, letters school restructuring, 231 first grade, 80, 81, 198 second grade, 212, 215 kindergarten, 80 third-fourth grades, 214 CARE, 155 Basic skills, 175-176 Categorical models of risk, 88-91, 102 Beginning to Read: Thinking and CD-ROM, 59, 264 Learning About Print, 174- Certification, see Teacher certification 175 Chall, Jeanne, 173-174 Beliefs, see Motivation and attitude Chapter I, see Elementary and Bermuda Day Care Study, 148 Secondary Education Act Big books Chinese, 22 defined, 181 Choral reading, see Group reading first grade, 196, 200, 203, 204 Classificatory analysis, 117 kindergarten, 181, 188, 189 Class size, 11, 26, 130, 226, 229-230, school restructuring, 231-232 257, 327, 328 Bilingual education, 28-29, 136, 157, kindergarten, 178-179 234, 236, 324-325, 340 poverty, 229 federal funding, 18 see also Student-teacher ratios Read the entire page →
From page 408... ... 408 INDEX Cognitive deficits, 24, 90, 103-104, syllable defined, 22 132, 137, 315, 317, 319 tutoring, 259 see also Special education Contractions, 241 Cognitive skills, general, 43, 60, 106 Conventional reading, see "Real minority cultures, 244 reading" parental involvement, 142 Cooperative Research Program in First preschool, 9, 148, 280 Grade Reading Instruction, teacher education, 280, 282 173 third grade, 219 Correlational studies, general, 39, 101Community-based factors, see terms 103, 135, 178 beginning "Local..." Cost factors, 272, 337 Comprehension, 4, 6-7, 62-65, 210-211 computer-assisted instruction, 266 listening, 64-65, 280, 332 publishers, 308 see also Reading comprehension risk factor assessment, 102, 132, 133 Comprehensive Child Development tutoring, 255, 258, 260 Program, 155 Counting, see Numeracy skills Computer-assisted instruction, 188, Criterion-referenced testing, 95-96 248, 252-253, 264-266, 334, see also National Assessment of 342-343 Educational Progress automaticity, 252-253 Cultural factors, 25, 33, 58, 147, 272 CD-ROMs, 59, 264 literacy as societal goal, 1, 17-20, cost factors, 266 29-30, 33-34, 156, 170, 292, minority/poor persons, 266 324-325 phonological awareness, 265 preschool education, 148 storybooks, 264 preventive interventions, 136, 148 word recognition, 252-253 school-based factors, 68, 226, 227, writing, 265 242-245 Concept Oriented Reading Instruction, second-language speakers, 29, 123, 219-220 340 Conceptual knowledge, 3, 41-42, 217, teacher education, 299 219-220, 317 see also Dialects; English as a early childhood development, 62, second language; Minority 280, 332 groups; Socioeconomic status first grade, 195 Curricular design, general, 100, 226, first-third grades, 6, 323 323, 325, 336 space, concepts of, 280, 332 basal reading, 173, 189-194, 206 third grade, 219-220 207 Concurrent instruction, 136 curriculum casualties, 25-26 Conferences, 2, 32 first grade, 195 Connecticut, 88, 90 first-third grades, 7, 323 Consonants, 23 Hawaiian natives, 244 African American dialect, 239 ideological entrenchment, 225 alliteration, 53, 149, 187 local action, 304-305 first grade, 198, 202-203 parent education, 143-144 invented spelling, 59 publishers and, 307-308 kindergarten, 188 second-third grades, 210 silent, 23 small-group instruction, 263 Read the entire page →
From page 409... ... INDEX 409 special education, 167-170, 269-270 Dewey, John, 167 specialists, 231 Diagnostics, see Screening and state-level action, 300-301, 302, 304 identification teacher education, 279-282, 294, Dialects, 27-28, 119, 124, 127, 132, 296, 330 330, 341 tutoring, 255, 258, 259, 261 African American, 156, 239-242, see also Instructional materials; 246, 341 Teaching methods decoding, 240 discrimination against, 124 grammar, 238, 241 D phonology, 24 letter-sound relations, 27-28, Day care, see Group care 124, 238-239 Deafness, see Hearing impairments poor persons, 124 Decoding, 111, 272, 320, 343 school-based factors, 227, 238-242 African American dialect speakers, teachers and, 124, 241-242 240 Dialogic reading, see Paired reading deaf children, 164 Dimensional models of risk, 91-93, 102 direct code instruction, 199, 202, Direct code instruction, 199, 202, 204, 204, 205-206 205-206 early childhood development, 52, Direct Instruction Model, 176 57, 60, 65, 67, 70, 71, 76, Disabilities, general, 4, 24-25, 106, 79, 81, 82 330 embedded phonics instruction, 199, familial factors, 119-120 201-202, 204-206 phonics, 173-174 first grade, 173-174, 199, 206, 208, screening and identification, 9, 132 209 133, 158, 159, 162-163, 318, kindergarten, 188, 191, 251 319 nonstandard dialects, 240 secondary symptoms, 103, 132 reading disabled children, 254 state policy, 282 school restructuring, 232 see also Attention deficits; Cognitive second grade, 82 deficits; Dyslexia; Early storybook reading, 143 language impairments; tutoring, 258, 261 Hearing impairments; Demographic factors, 23, 27-31, 176 Interventions; Learning see also English as a second disabilities; Speech language; Families; Local impairments; Visual factors; Minority groups; impairments Rural areas; Socioeconomic Discrimination status; Urban areas against dialects, 124 Denmark, 186 against minority groups, 123 Department of Education, 1, 32, 89, DNA, 25 305-306, 318 Dramatic play, 148, 281 Department of Health and Human Dropouts, 20-21, 234, 316 Services, 1, 306 retention in grade and, 267 Developmental factors, see Early Dyadic reading, see Paired reading childhood development Dyslexia, 88-89, 91, 271, 282, 297, 313 Read the entire page →
From page 410... ... 410 INDEX E storybooks, 62-63, 80 syntax, 48, 53, 74, 75, 318, 332 Early childhood development, 2, 41- vocabulary, 47, 57, 63, 67, 75, 79, 84, 135-171 107, 109 alphabetic principle, 42, 44, 47, 51, word recognition, 50, 53, 62, 65 56 67, 70-75, 79, 80, 111 automaticity, 67, 75, 79 writing, 42, 57, 59-60, 69-70, 142, book reading, 49, 58, 139, 148, 149 149, 170 deaf children, 164 conceptual knowledge, 62, 280, 332 see also Preschool education decoding, 52, 57, 60, 65, 67, 70, Early childhood education, see 71, 76, 79, 81, 82 Emergent reading; First grade; families, 57, 69, 139, 145-147, 171 Kindergarten; Preschool fluency, 75-79 education; Primary grades; grammar, 48 Second grade; Third grade; infants, 155, 160 Early Childhood Environment Rating, letter identification and mapping, 148 57, 58, 59, 60, 65, 70, 71-72, Early Intervention in Reading, 262 116, 319 Early language impairments, 5, 103, deaf children, 164 104-108, 132, 163 longitudinal studies, 72 infants, 155, 160 media influences, 57 preventive interventions, 137, 163, television, 57, 59, 278, 311-312 165-166 memorization, 71 Early Literacy Project, 269-270 memory, 63-64, 76, 77 Economic factors, 98 monitoring, 63-64, 76, 77 literacy as economic goal, 1, 17-19 morphology, 73-74, 110, 111, 319 see also Cost factors; Employment phonology, 46-47, 51-57, 59, 60, and unemployment; Funding; 332 Poverty phonemic awareness, 47, 51-57, Elementary and Secondary Education 60, 71-73, 80, 81 Act, 227-229, 263-264, 305 phonological awareness, 51-57, Embedded phonics instruction, 199, 60 201-202, 204-206 poverty, 58 Emergent reading, 69, 81, 261 print teacher education, 288, 296, 297, awareness of, 59-60, 70-71, 80 331, 332 concept of, 45, 69 see also Pretend reading reading comprehension, general, 60, Emergent writing, 42, 57, 59-60, 69-70, 62-65, 75-78 81, 141, 149, 168, 171, 310 semantics, 53, 77, 83 kindergarten, 183-184, 188, 189, sentences, 48-49, 50, 108 191 sounds, 46-47, 51-57, 59, 332 teacher education on, 288, 296, spelling, 42, 43-44, 60, 66, 67, 70- 297, 330, 331, 332 71, 73 see also Invented spelling deaf children, 164 Employment and unemployment, 20, spoken words, 42, 46-47, 49, 50, 316 51, 320, 321, 324 criterion-referenced testing, 96 Read the entire page →
From page 411... ... theoretical issues, 237-238 risk factors, 86, 100, 103, 119-128, transfer of skills, 236-237 158, 159 tutoring, 260 siblings, 119 vocabulary development, 11, 325 socioeconomic status, 31, 119, 121, word recognition, 236-237 125-127 see also Bilingual education; Spanish teacher education, 297 and Spanish speakers verbal interaction opportunities, Erikson Institute, 281 121, 122-123, 127, 139-141, Error detection 143, 171 by child, 51, 63, 81, 83, 169, 195, see also Parents 213, 223, 237, 322, 323 Federal government, 2, 18, 275, 277, nonstandard dialect students 305-306 and, 124, 241-242 bilingual education, 18 Ethnic groups, see Minority groups Goals 2000, 228-229, 300 Etymology, 23 Office of Education, 173 Evaluation, 336-337 poverty programs, 97-98, 228-230 performance-based, 199 Elementary and Secondary school-based factors, 27 Education Act, 227-229, 263 textbooks, 304 264, 305 Read the entire page →
From page 412... ... 412 INDEX Head Start, 145, 148, 150, 155, phonology, 81, 195, 199, 200-204, 156, 157, 175, 281, 305, 338 208, 262, 322 welfare reform, 320 letter-sound relations, 81, 199, teacher education, 284, 289, 294, 200-204, 208, 322 306 phonemic awareness, 194, 195, see also Legislation; terms 199, 206, 208 beginning "Department..." phonics, 174, 199, 201-204, Fetal alcohol syndrome, 104 205, 209 Fingerpoint reading, 181, 188 poverty, 205 First grade, 5, 33, 79, 195 print media, 194, 322 accomplishments of successful reading comprehension, general, 81, learner, 81, 194-195 195, 206, 209 African Americans, 205 reciprocal teaching, 222 alphabetic principle, 207 rereading, 81, 195 basal reading, 198, 206-207, 208- retention in grade, 267 210 school restructuring, 232 big books, 196, 200, 203, 204 second-grade transition, teacher capitalization, 81, 198 assessment of, 211 class size, 230 second-language speakers, 236 conceptual knowledge, 195 sight words, 194, 322 consonants, 198, 202-203 small-group instruction, 262-264 decoding, 173-174, 199, 206, 208, sounds, 81, 195, 199, 200-204, 209 208, 262, 322 embedded phonics instruction, 199, letter-sound relations, 81, 199, 201-202, 204-206 200-204, 208, 322 explicit instruction, general, 198, spelling, 81, 194, 195, 197, 198, 208 201-204, 206 fluency, 206, 209 syntax, 6, 321, 322, 343, 344 frequency of reading, 195 teachers, 196-199, 207 rereading, 81, 195 teaching methods, 172, 173, 177 frustration level, 195, 322 178, 194-210 group reading, 196, 197, 200, 202 tutoring, 207, 260, 327 independent reading, 194, 196, 197, vocabulary, 81, 203 198, 209, 322 whole language instruction, 199 instructional materials, 195-196 201, 205-206 invented spelling, 81, 195 word recognition, 194, 198, 204, letter identification and mapping, 205-206, 262 81, 198 writing, 81, 196, 197, 198, 200, letter-sound relations, 81, 199, 204, 207, 209 200-204, 208, 322 see also Primary grades, general metalinguistic factors, 195, 204 Fluency, 4, 6, 7, 33, 223 minorities, 205 early childhood development, 75-79 monitoring, reading comprehension, first grade, 206, 209 81, 195 second grade, 82, 213, 214-216 motivation, 172, 198, 206 special education, 270 oral reading, 81, 194, 206, 209 third grade, 83, 213 paired reading, 196, 197 tutoring, 253, 259, 261 Read the entire page →
From page 413... ... INDEX 413 see also Frustration level; Reading nonstandard dialects, 238, 241 comprehension; Word teacher education, 298 recognition see also Syntax Follow Through, 175-177 Group care, 8-9, 57, 148-149, 150, Foreign countries, 234 161, 170, 277, 300 see also specific countries Group reading, 6 Foreign language speakers, see English first grade, 196, 197, 200, 202 as a second language; first-third grades, 6 Japanese kindergarten, 188-189 Fourth grade preschool, 148 basal reading, 214 reciprocal teaching, 221 reading level requirements, 207, special education, 270 210, 211 see also Small-group instruction slump, 78-79, 344 word recognition, 214 French immersion programs, 235 H Frequency of reading, 3, 211, 314 first grade, 195 Hawaiian children, 243-245 first-third grades, 7, 324 Head Start programs, 145, 148, 150, second grade, 211 155, 156, 157, 175, 281, 305, third-fourth grades, 214 338 see also Practice; Rereading Health care professionals, 101, 158, 159 Frustration level see also Pediatricians first grade, 195, 322 Health care services, 158-163 first-third grades, 8, 324 Hearing impairments, 5, 16, 55, 89, second grade, 213 103, 104, 132, 133, 315, 319 Funding, 18 chronic otitis media, 103, 104, 161 parent-child reading programs, 144, developmental factors, 164 147 preventive interventions, 137, 159, poor children, funding for, 227-230, 161, 163-165 320; see also Elementary and High-risk children, see Risk factors Secondary Education Act; High school, 20-21, 98, 316 Head Start programs preschool intervention and success in, 150, 343 socioeconomic status, 125 G vocabulary size, 48 High School and Beyond, 20 Games, see Play-based instruction High/Scope program, 167, 168-170 Gender differences, 91, 116 Hispanic persons, see Spanish and retention in grade, 267 Spanish speakers Genetic factors, 24-25, 88, 91, 92, 119 Home environment, see Families; Goals 2000, 228-229, 300 Parents Government role, see Federal Home Instruction Program for government; Local Preschool Youngsters, 144 government; State government Homework Grammar first-third grades, 8, 324 early childhood development, 48 parental assistance, 128 Read the entire page →
From page 414... ... 414 INDEX Hyperactivity disorder, see Attention first grade, 195-196 deficits lack of, 26 Hypertension as analogy for reading nonstandard dialects, 239-241 difficulty, 92-93 school-based risk factors, 129 see also Audiovisual presentations; Book reading; Curricular I design; Pictures; Publishers; Textbooks Identification of problems, see Instructional methods, see Teaching Screening and identification methods IEP (Individualized educational Intelligence quotient, 24, 88, 94-95, program) , see Tutors and 106-107, 109, 116, 118, 150, tutoring 318 Immersion programs, 235-236 reading disabilities, defined, 268Improving America's School Act, 228- 269 229 International dimension, see Foreign Income, see Poverty; Socioeconomic countries; specific countries status International Reading Association, 317 Independent reading, 218 Interstate New Teacher Assessment first grade, 194, 196, 197, 198, and Support Consortium, 295 209, 322 Interventions, 101, 247-274, 343-344 first-third grades, 6, 8, 322, 323, controversial, 271 324 defined, 247 oral reading, impact on, 219 older children, 247-248 reciprocal teaching, 221 teacher education on, 287 second grade, 82, 211, 213, 214, see also Preventive interventions; 322-323 Remedial interventions; teacher education, 296 Special education third grade, 213 Invented spelling, 7-8, 59, 70, 80, 168, tutoring, Reading Recovery, 255 272, 323 see also Homework; Oral reading first grade, 81, 195 Individual instruction, see Tutors and tutoring, 259-260 tutoring Iowa, 88 Individuals with Disabilities Education IQ, see Intelligence quotient Act, 89, 269-269, 305 Infant Health Development Program, 155 Infants, 155, 160 J Inference, 7 first grade, 195 Japanese, 21 second-third grade, 222 Instructional materials, 2-3, 6, 11, 175, 272, 300, 307, 333-334, 344 K basal reading, 189 case-based teacher education, 289- Kamehameha Early Education Project, 290 244-245 family environment, 121, 128 Kentucky, 301 Read the entire page →
From page 415... ... INDEX 415 Kindergarten, 111, 116-118, 136, 277 rhymes and rhyming, 80, 182, 187, accomplishments of successful 191 learner, 80, 179 risk factor analysis, 102, 113-118, alphabetic principle, 80, 179, 183 151 184-189 screening, 9, 133, 318-319 basal reading, 189-194 school-based factors, 130 book reading, 9, 80, 189, 323 second-language speakers, 28, 181, big books, 181, 188, 189 236 capitalization, 80 semantics, 111 class size, 178-179 sentences, 80, 111, 116, 118 student-teacher ratios, 9, 133, sight words, 182, 189 318-319 sounds, 9 consonants, 188 letter-sound relations, 80, 183, decoding, 188, 191, 251 185, 187, 188, 191, 249, 250, emergent writing, 183-184, 188, 251 189, 191 spelling, 80, 187-188, 189 explicit instruction, general, 177, spoken words, 80, 179, 186-187, 178-194, 250 188 group reading, 188-189 state role, 190, 194 instructional strategies, 177, 178- storybooks, 179-180, 183, 188 194, 250 student-teacher ratios, 9, 133, 318 lack of, 79 319 letter identification, 9, 80, 113-115, syllables, 182, 185 180, 183, 185, 187, 188, 191, syntax, 111 249-250, 322 teachers, 180-181, 192 motivation, 179 verbal memory, 108-110, 323 multiple risk factors, 116-117 vocabulary skills, 80, 109 oral reading, 80, 179-181, 188-189, word recognition, 180, 181-182, 191 188, 189, 249, 251, 322 phonology, writing, 183-184, 188, 189, 191 letter-sound relations, 80, 183, Kinesiology, 271 185, 187, 188, 191, 249, 250, 251 phonemic awareness, 80, 179, L 187, 189, 191, 193 phonological awareness, 54, 112, Language development, general, 45, 151, 185-189, 192-193, 248- 46-50, 73, 75-76, 82, 106 252 108, 319 predicting, reading comprehension, impairments, 5, 103, 104-108, 163, 80, 180-181 165-166 print media, 179, 180, 181, 188, preventive interventions, 137, 189, 191, 322 163, 165-166 real reading, 68 parental involvement, 142, 145 recall, 80, 108-109, 118 speech impairments, 105, 165, 315 recommendations, 6, 9, 321-324 teacher qualifications involving, 282 retention/prekindergarten, 149, 266, see also Early childhood 341-342 development; Early language Read the entire page →
From page 416... ... 416 INDEX impairments; Metalinguistic first grade, 81, 198 factors first-third grades, 6, 7, 321 Language-minority children, see sound-letter relations, 81, 199, English as a second language 200-204, 208, 322 Language-rich environments, 69, 100, kindergarten, 9, 113-115, 180, 249 142, 199 250, 322 Language skills, general, 108-110, 132, sound-letter relations, 80, 183, 315, 317, 319, 323 185, 187, 188, 191, 249, 250, first grade, 195 251 K-3, 176, 191, 284, 285 parental behavior, 142 preschool, 9, 108-109, 111, 116, second grade, 82 137, 147-148, 282 sound-letter relations, 7, 22-23, 44, teacher education, 282, 284, 285, 71-72, 80, 81, 82, 112, 115, 330 152-153, 154, 223, 316 see also specific skills first grade, 81, 199, 200-204, Lead poisoning, 104 208, 322 Learning disabilities, 3, 18, 88-91 kindergarten, 80, 183, 185, 187, attention deficits, 103, 105 188, 191, 249, 250, 251 decoding, 254 nonstandard dialects, 27-28, reading disabilities defined, 268 124, 238-239 statistics on, 89 school restructuring, 232 see also Cognitive deficits; Dyslexia; second grade, 82, 212, 322-323 Special education teacher education, 285, 294-295 Learning to Read/Reading to Learn, third grade, 83 306 tutoring, 259, 261 Learning to Read: The Great Debate, testing for, 115 173-174 tutoring, 255, 259, 261 LEAs, see Local government see also Alphabetic principle; Legislation Capitalization, letters Americans with Disabilities Act, 18 Libraries and librarians, 8, 324, 327 Elementary and Secondary school, 11, 130 Education Act, 227-229, 263- state-level action, 300 264, 305 Limited-proficiency English, see Improving America's School Act, English as a second language 228-229 Listening comprehension, 64-65, 280, Individuals with Disabilities 332 Education Act, 89, 268-269, see also Oral reading 305 Literacy, general state action, 302 ability range, 41-42 Letter identification and mapping, 44, deaf children, 164 101, 110, 113, 137, 215 defined, 42 age factors, general, 71 economic goals, 1, 17-19 capitalization, letters, 80, 81, 198 enjoyment, source of, 33, 138, 139, early childhood development, 57, 142, 143, 171 58, 59, 60, 65, 70, 71-72, family environment, 121-122, 123, 116, 319 138, 139, 142, 143 deaf children, 164 minority groups' views on, 29-30 Read the entire page →
From page 417... ... INDEX 417 preschool, 282 sentences, 108-109, 132 societal goals, 1, 17-20, 29-30, 33- special education, 166, 169 34, 156, 170, 292, 324-325 see also Automaticity; Recall; Sight statistics on, 19-20, 98 words teacher education on, 282, 284 Mental retardation, see Cognitive Local factors, general, 2, 8, 86, 128- deficits; Special education 130, 277, 324, 331 Metacognition curricular design, 304-305 defined, 45 socioeconomic status, 126 preventive interventions, 278 see also Rural areas; School-based reading comprehension and, 64, 76, factors; Urban areas 220-223 Local government, 2, 18, 275, 277 teacher education, 286 teachers, 305 teaching methods, 220-223 textbooks, 304 Metalinguistic factors, 45, 46, 49-50, Local risk factors, 1-3, 100, 128-130, 53, 106-108, 111-112, 217, 304-305 319, 323 see also School-based factors age factors, general, 50 Longitudinal studies, 20 defined, 45 early childhood development, 72 first grade, 195, 204 interventions, 248, 267 tutoring, Reading Recovery, 258 preschool education, 146, 156 see also Phonology risk factors, 87-88, 90, 97-98, 103, Methodology, see Research 105, 113, 118, 121-122 methodology school-based factors, 228 Middle school, 343 see also High School and Beyond; socioeconomic status, 125 National Assessment of Success For All, 232 Educational Progress Minority groups, 4, 17-18, 19, 27-30, Louisiana, 129 97-98, 242-245, 315, 316 computer-assisted instruction, 266 discrimination against, 123 M English as a second language, general, 123 Mapping letters, see Letter first grade, 205 identification and mapping Hawaiian children, 243-245 Maryland School Performance literacy, views on, 29-30 Assessment Program, 220 poverty affecting, 29-30 Massachusetts, 160 preventive interventions, 30, 136 Media influences, 2, 275, 310-312, remedial interventions, 30 318, 319, 327 retention in grade, 267 controversial interventions, 271 see also African Americans; Cultural early childhood development, 57 factors; English as a second see also Television language; Spanish and Medical professionals, see Health care Spanish speakers professionals Miscue analysis, 73 Memory, 75, 108-109, 116, 322 Mississippi, 302 phonological awareness and, 112 Models and modeling preschool children, 108-109 basic skills, 175-176 Read the entire page →
From page 418... ... 418 INDEX categorical models of risk, 88-91, 102 literacy as source of enjoyment, 33, children's, 44-45, 57 138, 139, 142, 143, 171 dimensional models of risk, 91-93, preschool children, 8, 138, 139, 102 142, 143, 146, 147 hypertension as analogy for reading special education, 167-170 difficulty, 92-93 teachers, toward students, 26, 124, parental, 142 229, 288, 331, 332 reading comprehension, 62-63, 71 see also Frustration level reading difficulties/risk factors, 87- Motor skills, 116, 280, 332 96, 98-99, 102, 310 kinesiology, 271 school-wide restructuring, 326 screening and identification, 87-96, 98-99 N special education, 89, 167 spelling development, 44-45, 72 NAEP, see National Assessment of teacher in-service education, 291- Educational Progress 292 Naming, 113, 115, 116, 132, 280, 332 word recognition, 66 serial naming, 109-111, 118 Monitoring, 4, 6, 7, 223, 314, 344 see also Letter identification and early childhood development, 63- mapping 64, 76, 77 Narrative comprehension, 116, 143 error detection, 51, 63, 81, 83, 169, family environment, 139, 143 195, 213, 223, 237, 322, 323 language-impaired children, 165 first grade, 81, 195 phonological awareness and, 112 reciprocal teaching, 221 preschool education, 149 second-third grades, 222 National Assessment of Educational Morphology, 23, 153, 341, 343 Progress, 88, 96-97, 302 defined, 22, 46 socioeconomic status, 126-127 early childhood development, 73- National Association for the Education 74, 110, 111, 319 of Young Children, 282, 317 teacher education, 330 National Association of Family Day Motivation and attitude, 4, 5, 100, Care, 282 147, 278, 315, 316 National Board for Professional administrative personnel, 26 Teaching Standards, 296, awards, public, 130, 306 301-302 basic skills models, 175 National Commission on Teaching and dyslexia and, 89 America's Future, 284, 289 family environment, 121 National Council for the Accreditation parental attitudes, 138, 139, of Teacher Education, 294-295 142, 146, 162, 219 National Education Association, 317 fear of school, 147 National Education Longitudinal first grade, 172, 198, 206 Study, 20 kindergarten, 179 National Evaluation Information limited-proficiency English speakers, System, 146 29 National Governors Association, 282, literacy as societal goal, 1, 17-20, 299 29-30, 33, 142, 170 National Institutes of Health, 306 Read the entire page →
From page 419... ... INDEX 419 National Longitudinal Survey of Otitis media, 103, 104, 161 Youth, 156 Outlier schools, 128-129, 130 National Reading Research Center, 196 Outreach, 2, 32 National Science Foundation, 299, 306 see also Conferences Native Americans, 243-245, 316 Netherlands, 236-237 Neurology and neuroscience, 24-25, 271 P Nevada, 304 New Jersey, 304 Paired reading New Zealand, 90, 255 first grade, 196, 197 Non-English speakers, see English as a first-third grades, 6, 322 second language parent-child, 121, 128, 142-143, Nonstandard dialects, see Dialects 144-145, 147, 148, 166, 171, Norm-referenced testing, 95-96, 330 180, 218-219, 310, 317, 319, North Carolina, 148, 302 324 Norway, 186 preschool education, 142-143, 144 Numeracy skills, 44, 101, 150 145, 148, 171 Nutrition, 103-104, 158, 160, 271 school restructuring, 232 second grade, 215 special education, 270 O Parents, 1, 2, 8, 9, 57, 58, 31, 32, 101, 128, 132, 136, 138-147, 171 Office of Education, 173 African American, 31, 241 Ohio, 301, 302 age of child as factor, 128 Onset-rime, 51, 185, 206, 259 attitudes of, 138, 139, 142, 146, Oral reading 162, 219 first grade, 81, 194, 206, 209 audiovisual presentations for, 9, 319 first-third grades, 6, 83 cognitive skills, parental independent reading, impact on, involvement, 142 219 curricular design, 143-144 kindergarten, 80, 179-181, 188- education to teach children, 143 189, 191 147, 319 miscue analysis, 73 federal action, 306 parent-child, 121, 128, 142-143, health care providers and, 158 144-145, 147, 148, 166, 171, language development, general, 142, 180, 218-219, 310, 317, 319, 145 324 language-impaired children, 166 reciprocal teaching, 221 letter identification and mapping, second grade, 215-216 142 small-group instruction, 263 models of, 142 speech impairments, 105, 165, 315 monitoring of child's reading, 128, third grade, 83 263, 324 waiting room volunteers, 162 pre/perinatal programs, 160 see also Group reading; Paired preventive interventions, 138-147 reading print media, 139, 142, 145 Oregon, 301 questioning of children by, 139, Orthography, see Spelling 140-141, 143, 144-145 Read the entire page →
From page 420... ... 420 INDEX reading difficulties, parents with, 5, age factors, general, 53, 151-154 119-121, 127, 132, 137, 315, alliteration, 53, 149, 187 318 computer-assisted instruction, 265 reading to children by, 121, 128, deaf children, 164 142-143, 144-145, 147, 148, defined, 52, 248 166, 171, 180, 218-219, 310, early childhood development, 51 317, 319, 324 57, 60, 151-154 teacher collaboration, 297, 344 experimental studies, 152-153, 249 vocabulary development, 139, 319 250, 252-253 see also Families language-impaired children, 166 Parents as Teachers program, 144 kindergarten, 54, 112, 151, 185Partner reading, see Paired reading 189, 192-193, 248-252 Patterned books, see Predictable books interventions, 248-251 Pediatricians, 9, 133, 158, 159, 162- memory and, 112 163, 318, 319 narrative comprehension and, 112 Phonemic awareness, 15, 112, 149, preschool education, 151-155 176, 223, 315, 321, 323 preventive interventions, 151, 249 age factors, general, 53, 151-154 251 alphabetic principle, 47, 153-154, reading disabled children, 252-254 248, 285, 314 recall and, 112 defined, 52 small-group instruction, 250, 252 early childhood development, 47, storybooks, 112 51-57, 60, 71-73, 80, 81 teacher education, 284, 288, 298, first grade, 194, 195, 199, 206, 208 330 invented spelling and, 195 theory on, 52, 54, 248 kindergarten, 80, 179, 187, 189, see also Rhymes and rhyming 191, 193 Phonological decoding, see Decoding nonstandard dialects, 240 Phonological sensitivity, 71-73, 111 preschool education, 152-154 112, 137, 186, 188, 317 reading disabled children, 252-254 Phonology, 5, 6, 7, 9, 15, 54-55, 66 second grade, 212 alliteration, 53, 149, 187 small-group instruction, 263 defined, 22, 46, 52 state action, 302 early language development, 46-47, teacher education, 296, 298 51-57, 59, 60, 332 tutoring, 258, 259 first grade, 81, 195, 199, 200-204, Phonetic cue reading, 71 208, 262, 322 Phonics, 52, 55, 56, 81, 173-174 letter-sound relations, 7, 22-23, 44, first grade, 174, 199, 201-204, 205, 71-72, 80, 81, 82, 112, 115, 209 152-153, 154, 223, 316 second grade, 205-206 first grade, 81, 199, 200-204, state action, 302 208, 322 teacher education, 296 kindergarten, 80, 183, 185, 187, tutoring, 259, 260 188, 191, 249, 250, 251 vocabulary and, 173 nonstandard dialects, 27-28, word recognition and, 173, 259 124, 238-239 Phonological awareness, 23, 107, 110, school restructuring, 232 111-112, 116, 118, 132, 319, second grade, 82, 212, 322-323 320, 321 teacher education, 285, 294-295 Read the entire page →
From page 421... ... INDEX 421 third grade, 83 computer-assisted instruction, 266 tutoring, 259, 261 early childhood development, 58; see also Decoding see also "preschool" infra neurological research, 24 federal programs, 97-98, 230 nonstandard dialects, 24, 27-28, Elementary and Secondary 124, 238-239 Education Act, 227-229, 263 second-language speakers, 11, 27- 264, 305 28, 324-325 Head Start, 145, 148, 150, 155, speech discrimination, general, 52, 156, 157, 175, 281, 305, 338 54-55, 56 welfare reform, 320 spelling relations, general, 3, 22-23, first grade, 205 80-83, 194, 195, 198, 298, Hispanics, 123, 155-156 322, 330, 343 infant nutrition, 160 teacher education, 280, 298, 330, limited-proficiency English speakers, 332 28, 123, 155-156 tutoring, 255, 259 minority status and, 29-30 letter-sound relations, 259, 261 narrative comprehension, 143 phonemic awareness, 258, 259 nonstandard dialect speakers and, phonics, 259, 260 124 see also Dialects; Hearing preschool education, 8-9, 147, 150, impairments; Phonemic 154, 155, 282, 320 awareness; Phonological Head Start programs, 145, 148, awareness; Phonological 150, 155, 156, 157, 175, 281, sensitivity; Rhymes and 305, 338 Rhyming; Spoken words reciprocal teaching, 222 Piaget, Jean, 167 retention in grade, 267 Pictures, 59, 69, 109, 142, 152, 162, school-based factors, 26, 227-230 180, 200, 262, 323 second grade, 205-206, 214-216 see also Rebus books teacher education, 296 Play-based instruction, 59, 183-184, tutoring, 260 188, 189-190, 191, 223, 306, welfare reform, 320 320, 321 Practice, 75, 196, 217, 223, 314 see also Dramatic play; Rhymes and see Frequency of reading; rhyming; Word games Homework; Rereading Poems, see Rhymes and rhyming Practicum techniques, teacher Political factors education, 290 curricular ideologies, 225 Pragmatics, 49 limited-proficiency English speakers, defined, 46, 49 29, 123 teacher education on, 288 state-level, 299, 304 Predictable books, 182 textbooks, 304 Predicting, reading comprehension Poverty, 4, 5, 16, 17, 18-19, 30-31, first grade, 195 97-98, 119, 125-127, 131, first-third grades, 6, 7, 322, 323 315, 327-328 kindergarten, 80, 180-181 African Americans, 155-156 school restructuring, 232 book reading, 148 second-third grades, 222 class size, 229 Read the entire page →
From page 422... ... 422 INDEX Predictors of reading difficulties, see teacher education, 10, 279-283, also Risk factors 331-332 Predictors of successful reading verbal memory, 108-109 achievement, 100 vocabulary, 107, 109-111, 148, Preschool education, 19, 33, 42-84, 170, 280, 318, 319, 320, 321 108-119, 137-171, 277, 317- see also Early childhood 321, 338 development; Families; Head cognitive skills, general, 9, 148, 280 Start programs; Parents; cultural factors, 148 Preventive interventions deaf children, 164 Pretend reading, 33, 58, 59, 69, 81 family environment, 119-128 Preventive interventions, 2, 6, 16, 85, (passim) 135-171, 277-278, 316, 317 group reading, 148 321, 338 Head Start, 145, 148, 150, 155, alphabetic principle, 278 156, 157, 175, 281, 305, 338 cultural factors, 136, 148 high school, preschool interventions defined, 16, 159, 316 and success in, 150, 343 early language impairments, 137, lack of, 4, 5, 79 163, 165-166 language skills, general, 9, 108-109, Head Start, 145, 157 111, 116, 137, 147-148, 282 hearing impaired children, 137, literacy, general, 282 159, 161, 163-165 longitudinal studies, 146, 156 metacognition, 278 motivation, 8, 138, 139, 142, 143, minority groups, 30, 136 146, 147 multicomponent, 135 narrative comprehension, 149 parental, 138-147 paired reading, 142-143, 144-145, phonological awareness, 151, 249 148, 171 251 phonemic awareness, 152-154 research methodology, 135-136 phonological awareness, 151-155 retention in grade, prevention, 149, poverty, 8-9, 147, 150, 154, 155, 150 282, 320 school-based factors, 136, 137 Head Start programs, 145, 148, second-language speakers, 137 150, 155, 156, 157, 175, 281, socioeconomic status and, 136, 137 305, 338 special education, 150, 166-170 print state action, 302 awareness of, 139, 164, 165, 170 teacher education, 10, 287, 332 concepts of, 139, 145, 149, 164, writing, 278 165 Primary grades, general, 6-7, 19, 32 recommendations, 5-6, 8-9, 317- alphabetic principle, 6, 7, 321 321, 338 comprehension skills, 6-7, 210-211 retention in grade, prevention, 149, conceptual knowledge, 6, 323 150 curricular design, 7, 323 risk factors, 8, 108-119, 317-320 frequency of reading, 7, 324 screening, 9, 318-319 frustration level, 8, 324 social development, 150, 168 group reading, 6 special education, 150, 166-170 homework, 8, 324 spoken language, 108 independent reading, 6, 8, 322, 323, state-level action, 277, 282, 300 324 Read the entire page →
From page 423... ... INDEX 423 language skills, 176, 191, 284, 285 risk factors regarding, 110, 115, letter identification and mapping, 6, 116 7, 321 second/third grades, 218, 223 sound-letter relations, 81, 199, first grade, 194, 322 200-204, 208, 322 language-impaired children, 165-166 listening/reading skills, 64-65 parental behavior, 139, 142, 145 oral reading, 6, 83 reading for meaning, 81, 314 paired reading, 6, 322 small-group instruction, 263 predicting, reading comprehension, teacher education on, 288, 332 6, 7, 322, 333 see also Letter identification and preschool and outcomes in, 149 mapping reading comprehension, 6-7, 81, 82, Prizes, see Awards and prizes 83, 322, 323 Problem identification, see Screening recommendations for, 6-8, 10 11, and identification 321-324 Problem-solving activities rereading, 7, 8, 81, 324 for children, 142, 166, 169 rhetorical structures, 6, 322, 324 for teachers, 290 second-language speakers, 28 Professional education and spelling, 6, 7-8, 321, 323-324, 343 development, 9-10 state-level action, 300 day care providers, 149 summarizing, reading compre- principals' involvement, 130 hension, 6, 7, 322, 323 see also Teacher education syntax, 6, 321, 322, 343, 344 Professionals, 1-2, 32 teacher education, 10, 283-299, day care providers, 149 329-331 see also Health care professionals; vocabulary size, 6, 48, 321, 322, 344 Libraries and librarians; writing, 6, 7, 285, 321-322 Principals; Publishers; see also First grade; Kindergarten; Specialists; Teachers Second grade; Third grade Project Read, 270 Primary prevention, see Preventive Prospects study, 97-98, 228 interventions Psychological factors, 174 Principals, 130 controversial interventions, 271 Print media, 3, 139, 218-219 deaf children, 165 awareness of, 9, 318, 321 severe pathologies, 104 early childhood development, 59- teacher education, 285, 286, 287, 60, 70-71, 80 288, 292 kindergarten, 179, 180, 181, see also Motivation and attitude 188, 191, 322 Public education, 310-312, 318, 319 preschool education, 139, 164, see also Pediatricians; Social 165, 170 workers; Speech-language concepts of, 259, 315, 318, 319- therapists 321, 322, 323, 332 Publishers, 1, 2, 32, 275, 306-310, deaf children, 164 333-334 early childhood development, 45, standards, 300 69 see also Instructional materials; preschool education, 139, 145, Textbooks 149, 164, 165 Punctuation, 81 Read the entire page →
From page 424... ... 424 INDEX R Reading specialists, 12, 248, 296, 298, 327, 333 Race-ethnicity, see Minority groups "Real reading," 15-16, 42, 68, 81, Reach Out and Read, 159, 162 181, 232 Readiness, see Reading readiness Rebus books, 182, 204 Reading aloud, see Oral reading Recall, 82, 132, 319 Reading comprehension, general, 3, 4, kindergarten, 80, 108-109, 118 173, 315 phonological awareness, 112 adults, 64-65 second grade, 82, 213 conceptual knowledge and, 219-220 third grade, 213 early childhood development, 60, see also Frustration level 62-65, 75-78 Reciprocal teaching, 139, 221-222 first grade, 81, 195, 206, 209 Remedial interventions, 2, 3, 12, 24, 278 first-third grades, 6-7, 81, 82, 83, defined, 16 322, 323 dyslexia, 271, 313 kindergarten, 80, 180-181 minority groups, 30 listening comprehension and, 64-65 nonstandard dialects, 240 metacognition and, 64, 76, 220-223 teacher education on, 287, 298 models of, 62-63, 71 Title I, 228 neuroscience on, 24 see also Special education; Tutors print exposure and, 218-219 and tutoring reciprocal teaching, 221-222 Repeating (grade level) , see Retention school restructuring, 232 in grade second grade, 82, 213, 214-215, 222 Rereading, 214 second-language speakers, 236-237 first grade, 81, 195 state action, 302 first-third grades, 7, 8, 81, 324 teacher education, general, 296, 330 second grade, 82 third grade, 83, 213, 219-220, 222 third-fourth grades, 214 tutoring, Reading Recovery, 258 tutoring, Reading Recovery, 255 vocabulary and, 63, 67, 216-219, 220 Research methodology, 33, 34-39, 176, see also Fluency; Monitoring; 256-257 Narrative comprehension; classificatory analysis, 117 Predicting, reading correlational studies, general, 39, comprehension; Recall; 101-103, 135, 178 Summarizing error of measurement, 115 Reading for meaning, 81, 314, 320, prevention efforts, 135-136 324 prospective analyses, 37-38, 90 Reading level systematic replication, 34-35 first-third grades, 7, 21 see also Models and modeling high school graduation and, 21 Retardation, see Cognitive deficits; reading disabilities, defined, 268-269 Special education second grade, 211-212 Retention in grade, 248, 266-267, 341 special education, results, 270 342 Reading lists, see Summer reading lists first grade, 267 Reading One-One, 260-262 kindergarten, 149, 266, 341-342 Reading readiness, 113, 116, 261 minority groups/poor persons, 267 Reading Recovery program, 250, 253, preschool prevention, 149, 150 255-258 Read the entire page →
From page 425... ... INDEX 425 Retrospective studies, general, 37 S Rhetorical structures first grade, 195 School-based factors, 11, 25-27, 86, first-third grades, 6, 322, 324 100, 103, 128-130, 131, 226 teacher education, 280, 285, 288 246, 304-305, 315, 337-338 Rhymes and rhyming, 51, 53, 143, African Americans, 227, 238-242 149, 151, 278, 320, 321 audiovisual presentations, 130 first grade, 203 basal reading, 231 kindergarten, 80, 182, 187, 191 big books, 231-232 Riddles, 223 cultural factors, 68, 226, 227, 242Rime, see Onset-rime 245 Risk factors, 1, 2, 4-5, 11, 16, 85-86, curriculum casualties, 25-26 100-133, 317-319 decoding, 232 categorical models of, 88-91, 102 dialects, nonstandard, 227, 238-242 cost of assessment, 102, 132, 133 libraries, 11, 130 dimensional models, 91-93, 102 Hispanics, 123 familial, 86, 100, 103, 119-128, institutional accreditation, 293-295, 158, 159 300, 301-302 parents with reading difficulties, kindergarten, 130 5, 119-121, 127, 132, 137, outlier schools, 128-129, 130 315, 318 paired reading, 232 kindergarten, 102, 113-118, 151 poverty, 26, 227-230 local factors, 1-3, 100, 128-130, preventive interventions, 136, 137 304-305 principals, 130 longitudinal studies, 87-88, 90, 97- school-wide restructuring, 11, 230 98, 103, 105, 113, 118, 121- 233, 272, 325-326, 338 122 second-language speakers, 227, media information about, 310 233-238, 246, 333 models of, 87-96, 98-99, 102, 310 socioeconomic status, 126, 128-129 multiple, 116-119, 123, 125, 127, specialists, use of, 333 131, 230, 313-314 teacher education vs, 288 nature of, general, 85-86 time-on-task rates, see Time-on-task parents with reading difficulties, 5, rates 119-121, 127, 132, 137, 315, university partnerships, 293 318 vocabulary development, 231, 232 preschool, 8, 9, 108-119, 317-320 see also Class size; Student-teacher print, concepts of, 110, 115, 116 ratios; Teachers second-language speakers, 5, 18, 19, Screening and identification, 2, 85, 27-30, 123, 131, 156-158 101-133, 159, 278 syntax, 107, 110 cost of, 102, 132, 133 teacher education, poor training, deaf children, 164-165 26, 289, 291 disabilities, 9, 132-133, 158, 159, see also Interventions; School-based 162-163, 318, 319 factors; Screening and error detection by child's monitor, identification; specific risk 72-73, 76, 213 factors kindergarten, 9, 133, 318-319 Rural areas, 98, 290, 315 miscue analysis, 73 Read the entire page →
From page 426... ... 426 INDEX models of, 87-96, 98-99 second-language speakers, 236 pediatricians, 9, 133, 158, 159, socioeconomic status, 214-216 162-163, 318, 319 spelling, 82, 212 preschool/kindergarten, 9, 318-319 teachers, 211-212 prevalence, general, 96-99 teaching methods, 207-223 research agenda, 336, 342, 344 vocabulary, 215 secondary symptoms, 103, 132 vowels, 212 second grade, 211-212 whole language instruction, 205 state action, 302 206 teacher education for, 279, 290, word recognition, 205-206, 212 296, 297, 298, 330, 332 213, 322-323 see also Risk factors writing, 82 Secondary education, see High school see also Primary grades, general Secondary prevention, see Remedial Second-language speakers, see English interventions as a second language Secondary symptoms, 103, 132 Semantics, 321, 340, 343 Second grade, 82, 210-211 age factors, 53, 77, 83 accomplishments required, 82, 210- comprehension and word 211 knowledge, 63, 77 alphabetic principle, 212 deaf children, 164 automaticity, 210 defined, 46 basal reading, 212, 215 kindergarten, 111 book reading, 211 storybook reading, 143 decoding, 82 teacher education on, 288 direct code instruction, 205-206 vocabulary development and, 48 fluency, 82, 213, 214-216 word form changes, 73 frequency of reading, 211 Sentences, 7 frustration level, 213 early childhood development, 48 independent reading, 82, 211, 213, 49, 50, 108 214, 322-323 first grade, 81 letter identification, 82 kindergarten, 80, 111, 116, 118 letter-sound relations, 82, 212, 322- small-group instruction, 263 323 tutoring, Reading Recovery, 255 monitoring, 222 verbal memory, 108-109, 132 oral reading, 215-216 see also Grammar; Syntax paired reading, 215 Serial naming, 109-111, 118 phonemic awareness, 212 SES, see Socioeconomic status phonics, 205-206 Sesame Street, 57, 59, 278, 311-312 poverty, 205-206, 214-216 Sex differences, see Gender differences print, concepts of, 218, 223 Shared reading, see Group reading; reading comprehension, general, 82, Paired reading 213, 214-215, 222 Siblings, 119 reciprocal teaching, 222 Sight words, 6 rereading, 82 deaf children, 164 school restructuring, 232 first grade, 194, 322 screening and identification, 211- kindergarten, 182, 189 212 tutoring, 259 Read the entire page →
From page 427... ... INDEX 427 Small-group instruction, 12, 148, 192, preschool preventive measures, 150, 228, 231, 248, 262-264 166-170 phonological awareness, 250, 252 referral for, 27 see also Group reading social development, 168 Social development, 9, 15, 43, 44, 158 storybooks, 168 first grade, 262-264 teachers, 167-168, 196, 269, 296 listening skills, 64-65 299, 333 literacy as societal goal, 1, 17-20, word recognition, 270 29-30, 33-34, 156, 170, 292, Specialists, 10, 248, 328 324-325 see also Pediatricians; Reading preschool intervention, 150, 168 specialists; Speech-language special education, 168 therapists; Teachers teacher education, 285, 286, 292 Special Strategies studies, 98 word recognition, 262, 263 Speech, see Listening comprehension; see also Pragmatics Oral reading; Phonology; Social workers, 9, 318 Spoken words Socioeconomic status, 25, 27, 29-31, Speech impairments, 105, 165, 315 94, 125-127 Speech-language therapists, 9, 158 defined, 127 159, 164, 165, 318, 333 educational achievement and, 21 see also Reading specialists family factors and, 31, 119, 121, Speech sounds, see Phonology 125-127 Spelling, 223, 314 phonics, 173 defined, 22 preventive interventions, 136, 137 early childhood development, 42, school-based factors, 227 43-44, 60, 66, 67, 70-71, 73 second grade, 214-216 deaf children, 164 second-language speakers, 235 first grade, 81, 194, 195, 197, 198, vocabulary size and, 47 201-204, 206 see also Poverty first-third grades, 6, 7-8, 321, 323Sounds, see Phonology 324, 343 Space, concepts of, 280, 332 kindergarten, 80, 187-188, 189 Spanish and Spanish speakers, 23, 27, models of development, 44-45, 72 28-29, 123, 127, 156-158, nonstandard dialects, 238, 341 238, 316 phonological considerations, first grade, 205 general, 3, 22-23, 80-83, 194, invented spelling, 59 195, 198, 298, 322, 330, 343 kindergarten, 181 second grade, 82, 212 NAEP, 97 teacher education, 296, 298, 330 poor persons, 123, 155-156 third grade, 83 Special education, 89-90, 166-170, tutoring, 259, 260 248, 268-271 vocabulary, 6, 321, 322, 344 curricular design, 167-170, 269-270 see also Invented spelling; fluency, 270 Morphology; Phonics group reading, 270 Spoken words, 2, 7, 315 memory, 166, 169 early language development, 42, 46 models of, 89, 167 47, 49, 50, 51, 320, 321, 324 motivation, 167-170 kindergarten, 80, 179, 186-187, 188 paired reading, 270 school entry predictors, 108-109 Read the entire page →
From page 428... ... 428 INDEX speech impairments, 105 early childhood development, structure of, 3, 4, 314 general, 62-63, 80 teacher education on, 288 kindergarten, 179-180, 183, 188 see also Alphabetic principle; parent-child reading, 142-143, 145 Hearing impairments; phonological awareness, 112 Listening comprehension; special education, 168 Oral reading; Phonemic see also Big books awareness; Phonological Storytelling, 200-201, 231, 232, 244, awareness; Phonology 246, 262, 280, 281, 318, 332 Standards Student-teacher ratios, 11, 230, 231, criterion vs norm referencing, 95-96 256, 282, 328 Head Start, 282 kindergarten, 178-179 institutional accreditation, 293-295, see also Class size; Small-group 300, 301-302 instruction; Tutors and national tests, 94; see also specific tutoring tests Success For All, 230-233 publishers, 300 Summarizing research agenda, 334-335 first grade, 195 state-level actions, 291, 292-293, first-third grades, 6, 7, 322, 323 295-296, 299, 300-304, 307 school restructuring, 232 teacher education, 282, 291, 293- third grade, 83 296, 302 Summer reading lists, 8, 324 see also Intelligence quotient Sweden, 236 State government, 2, 18, 275, 277, Syllables, 15, 21-22, 51, 54 299-304, 317-318 African American dialect, 239 basal programs, 190 defined, 22 curricular design, 300-301, 302, 304 first grade, 81 disabilities, 282 kindergarten, 182, 185 first-third grades, 300 onset-rime, 51, 185, 206, 259 kindergarten, 190, 194 rebus books, 182 legislation, 302 Syntax libraries, 300 early childhood development, 48, phonics, 302 53, 74, 75, 318, 332 politics and, 299, 304 first-third grades, 6, 321, 322, 343, preschool education, 277, 282, 300 344 preventive interventions, general, 302 kindergarten, 111 screening and identification, 302 school-entry predictors, 107, 110 standards, 291, 292-293, 295-296, second-language speakers, 11, 325, 299, 300-304, 307 340 teacher certification/standards, 282, teacher education, 280, 288, 332 291, 292-293, 295-296, 299, 301-302 textbooks, 300, 302-304, 307 T Storybooks computer-assisted, 264 Talking books, 264 decoding, 143 Teacher aids, 263 Read the entire page →
From page 429... ... INDEX 429 Teacher certification, 282, 291, 292- print media, general, 288, 332 293, 295-296, 301-302 problem-solving activities, 290 Teacher education, 9-10, 11, 273, 278- psychological factors, about, 285, 299, 327, 329-331 286, 287, 288, 292 alphabetic principle, 285, 288, 294- reading comprehension, general, 295, 296, 330 296, 330 audiovisual presentations, 289-290 remedial education, about, 287, 298 automaticity, 285 rhetorical structures, about, 280, bilingual education, 285, 288, 297- 285, 288 298, 330 screening and identification, about, case-based instruction, 289-290 279, 290, 296, 297, 298, 330, cognitive skills, 280, 282 332 cultural factors, 299 second-language speakers, teachers curricular design, 279-282, 294, of, 296, 297-299, 330, 332 296, 330 semantics, 288 emergent literary skills, 288, 296, social development, 285, 286, 292 297, 330, 331, 332 special education, 269 explicit instruction, 287 spelling, 296, 298, 330 families, 297 spoken words, 288 federal action, 284, 289, 294, 306 standards, 282, 291, 293-296, 302 grammar, 298 syntax, 280, 288, 332 group education, 292-293 theoretical issues, 292, 298, 329 independent reading, 296 time-on-task rates, 291, 329 institutional accreditation, 293-295, tutoring, 255, 256, 258, 259, 260, 300, 301-302 261, 273 K-3, 10, 283-299, 329-331 verbal abilities, general, 285, 288 language skills, general, 282, 284, vocabulary, 280, 332 285, 330 word recognition, 285, 330 letter-sound relations, 285, 294-295 writing, 280, 285, 296, 298 literacy, general, 282, 284 see also Teacher certification metacognition, 286 Teachers, 1, 2-3, 32, 101 models of, 291-292 attitudes of, 26, 124, 229, 288, 331, morphology, 330 332 phonology, 280, 298, 330, 332 awards for, 306 letter-sound relations, 285, 294- bilingual, 136 295 child-teacher interaction, 26, 124, phonemic awareness, 296, 298 130, 177, 229, 230 phonics, 296 employment issues, 331 phonological awareness, 284, salaries, 280, 300, 302 288, 298, 330 first grade, 196-199, 207 poor training as risk factor, 26, kindergarten, 180-181, 192 289, 291 local government action, 305 poverty as risk factor, 296 nonstandard dialect students and, pragmatics, 288 124, 241-242 preschool teachers, 279-283, 331-332 parent educators, 143 preventive interventions, 10, 287, 332 principals' involvement with, 130 principals' involvement, 130 publishers relations with, 307-309 Read the entire page →
From page 430... ... 430 INDEX school-based risk factors, 129-130 family environment, 122 second grade, 211-212 letter-sound correspondence, 115 special education, 167-168, 196, multiple risk factors, 118 269, 296-299, 333 performance-based, 199 state-level action, 282, 291, 292- Qualitative Reading Inventory, 216 293, 295-296, 299, 301-302 research agenda, 336-337 see also Student-teacher ratios; Spanish-language, 123 Tutors and tutoring speech discrimination vs Teaching materials, see Instructional phonological awareness, 55 materials standard measures inadequate, 90Teaching methods, 2, 3, 25-27, 32-33, 91, 94 100, 172-178, 285, 314-315 vocabulary, 109 computer-assisted instruction, 59, see also High School and Beyond; 188, 248, 252-253, 264-266, Intelligence quotient; National 334, 342-343 Assessment of Educational concurrent instruction, 136 Progress debate over, 18, 19 Texas, 304 direct code instruction, 199, 202, Textbooks, 2, 334 204, 205-206 local government, 304 embedded phonics instruction, 199, political factors, 304 201-202, 204-206 state-level action, 300, 302-304, 307 first grade, 172, 173, 177-178, 194- theoretical issues, 308 210 Theoretical issues, 34-39 kindergarten, 177, 178-194, 250 controversial interventions, 271 metacognition, 220-223 parent-child reading, 144 modality teaching, 271 phonological awareness, 52, 54, 248 nonstandard dialects, 239-241 research methodology, general, 33, play-based instruction, 183-184, 34-39, 176, 256-257 188, 189-190, 191, 223, 306, classificatory analysis, 117 320, 321 correlational studies, general, 39, reciprocal teaching, 139, 221-222 101-103, 135, 178 second and third grades, 207, 210- prevention efforts, 135-136 223 prospective analyses, 37-38, 90 special education, 269 systematic replication, 34-35 time-on-task rates, 129, 130 second-language speakers, 237-238 whole language instruction, 199- teacher education, 292, 298, 329 201, 205-206 textbooks, 308 see also Basal reading; Explicit vocabulary, 11, 325 instruction; Group reading; word recognition, 236-237 Homework; Preventive Third grade, 83, 207, 210-223 interventions; Small-group accomplishments required, 83, 210 instruction; Teacher 211 education; Tutors and audiovisual presentations, 83 tutoring automaticity, 210 Television, 57, 59, 143, 278, 310-312 basal reading, 214 Tests and testing, 2 cognitive development, 219 criterion vs norm referencing, 95-96 conceptual knowledge, 219-220 Read the entire page →
From page 431... ... INDEX 431 fluency, 83, 213 time-on-task, 255-256, 257, 261 frequency of reading, 214 training of, 255, 256, 258, 259, independent reading, 213 260, 261, 273 letter-sound relations, 83 volunteer, 12, 162, 273, 328 monitoring, 222 vowels, 259 oral reading, 83 word recognition, 258, 261 print, concepts of, 218, 223 writing, 259, 260 reading comprehension, general, 83, see also Reading specialists 213, 219-220, 222 recall, 213 rereading, 214 U spelling, 83 word recognition, 211, 214 United Kingdom, 76, 88, 90 writing, 83, 211 Urban areas, 30-31, 98, 229, 239, 290, see also Primary grades, general 315, 327-328 Time-on-task rates, 129, 130, 177, 229, 230, 238, 272 teacher education, 291, 329 V tutoring, 255-256, 257, 261 Verbal abilities, general, 108-110, 302, Title I, see Elementary and Secondary 318, 322 Education Act family interactions, 121, 122-123, Toys, 59 127, 139-141, 143, 171 Tutors and tutoring, 12, 207, 231, memory, 108-110, 132, 323 248, 254-262, 326-327, 333 teacher education, 285, 288 alphabetic principle, 259, 261 see also Oral reading; Spoken automaticity, 259 words; Vocabulary book reading, 255, 257, 259, 261 Videotapes, see Audiovisual consonants, 259 presentations cost of, 255, 258, 260 Visual impairments, 89, 105, 271 curricular design, 255, 258, 259, Visual skills, 116 261 Vocabulary, 4, 223 decoding, 258, 261 African Americans, 156 experimental studies, 256, 257-258 comprehension and word first grade, 207, 260, 327 knowledge, 63, 67, 216-219, fluency, 253, 259, 261 220 independent reading, 255 defined, 46-48 invented spelling, 259-260 early language development, 47, 57, letter recognition, 255, 259, 261 63, 67, 75, 79, 107, 109 metalinguistic factors, 258 first grade, 81, 203 phonology, 255, 259 first-third grades, 6, 48, 321, 322, letter-sound relations, 259, 261 344 phonemic awareness, 258, 259 high school, 48 phonics, 259, 260 kindergarten, 80, 109 poor children, 260 parental involvement, 139, 319 second-language speakers, 260 phonics and, 173 sentences, 255 preschool, 107, 109-111, 148, 170, sight words, 259 280, 318, 319, 320, 321 spelling, 259, 260 Read the entire page →
From page 432... ... 432 INDEX reading comprehension and, kindergarten, 180, 181-182, 188, general, 63, 67, 216-219, 220 189, 249, 251, 322 school restructuring, 231, 232 models of, 214 second grade, 215 morphemes and, 73-74, 153 second-language speakers, 11, 325 neuroscience, 24 semantics and, 48 onset-rime, 51, 185, 206, 259 socioeconomic status, 47 phonics and, 173, 259 spelling and, 6, 321, 322, 344 reading disabled children, 252-254 teacher education, 280, 332 rebus books, 182, 204 tests and testing, 109 second grade, 205-206, 212-213, theoretical issues, 11, 325 322-323 see also Naming; Sight words; second-language speakers, 236-237 Word games; Word small-group instruction, 262, 263 recognition social development and, 262, 263 Voluntary reading, 81-83 special education, 270 Volunteer tutors, 12, 162, 273, 328 teacher education, 285, 330 Vowels theoretical issues, 236-237 African American dialect, 239 third-fourth grades, 214 first grade, 198 third grade, 211, 214 invented spelling, 59 tutoring, 258, 261 second grade, 212 see also Alphabetic principle; syllable defined, 22 Automaticity; Frustration tutoring, 259 level; Semantics; Spoken words; Word games Writing, 272, 314, 323 W computer-assisted instruction, 265 early childhood development, 42, Welfare reform, 320 57, 59-60, 69-70, 142, 149 Whole language instruction, 199-201, deaf children, 164 205-206 first grade, 81, 196, 197, 198, 200, Word games, 143, 151-152, 187, 203, 204, 207, 209 204, 208 first-third grades, 6, 7, 285, 321 riddles, 223 322 see also Rhymes and rhyming Head Start, 281 Word recognition, 4, 6, 7, 15, 220, kindergarten, 183-184, 188, 189, 272, 315-316, 322, 343 191 automaticity and, 75, 79, 90, 252- literacy defined, 42 253; see also Sight words preventive interventions, 278 computer-based interventions, 252- second grade, 82 253 small-group instruction, 263 curriculum casualties, 25-26 state action, 302 early childhood development, 50, teacher education, 280, 285, 296, 53, 62, 65-67, 70-75, 79, 80, 298 111 third grade, 83, 211 first grade, 194, 198, 204, 205-206, tutoring, 259, 260 262 see also Alphabetic principle; fourth grade, 214 Emergent writing; Spelling Read the entire page →

From page 406...

... 406 INDEX Index A first grade, 207 first-third grades, 6, 7, 321 Abecedarian Project, 150, 152 kindergarten, 80, 179, 183 184-189 ADA, see Americans with Disabilities phonemic awareness and, 47, 153 Act 154, 248, 285, 314 Adams, Marilyn, 174-175 preventive interventions, 278 Adult education, 9 second grade, 212 Adults, 9, 98 second-language speakers, 157, 324 child-adult discourse, 148, 167, teacher education, 285, 288, 294 319, 321, 323 295, 296, 330 listening/reading comprehension, tutoring, 259, 261 64-65 see also Letter identification and see also Parents; Teachers mapping; Print media; Word African Americans, 27, 31, 155-156, recognition 242, 243, 316 American Federation of Teachers, 317 dialect speakers, 156, 239-242, 246, America Reads/Reading Excellence 341 Challenge, 305 first grade, 205 Americans with Disabilities Act, 18 NAEP, 97 Assessment, see Evaluation poverty, 155-156 Attention, 80, 211 Alliteration, 53, 149, 187 Attention deficits, 103, 105 Alphabetic principle, 3, 4, 15, 22, 23, Attitude, see Motivation and attitude 248, 315-316 Audiovisual presentations bilingualism, 157 for children, 59, 69 deaf children, 164 for parents, 9, 319 early childhood development, 42, school-based factors, 130 44, 47, 51, 56 teacher-assistance vs, 214 406

Index Pages 406-432

Index
Pages 406-432