What successful literacy teachers do : 70 research-based strategies for teachers, reading coaches, and instructional planners /: 70 research-based strategies for teachers, reading coaches, and instructional planners. (2007)

• Record Type: Book
• Further Information: Note: Neal A. Glasgow, Thomas S.C. Farrell.
• Other Names: Glasgow, Neal A; Farrell, Thomas S. C (Thomas Sylvester Charles)
• Contents: Foreword; Preface; Acknowledgments; About the Authors; Introduction; 1. The Very Complex and Often Controversial History, Philosophy, and Theory of Reading and Literacy; 2. Phonics, Phonemics, and Decoding; Strategy 1. "Sound it out": Coach word recognition in beginning reading; Strategy 2. Teach phonemic awareness and phonics in the classroom and at home; Strategy 3. Use decoding to improve word identification problems and improve fluency; Strategy 4. Use drama rhymes to teach reading; Strategy 5. Consider visual-syntactic text formatting for digital text as a technique for increased academic achievement and long-term reading proficiency; 3. Vocabulary, Spelling, and Word Study; Strategy 6. Revisit and reconsider the role that vocabulary instruction plays in comprehension and reading motivation; Strategy 7. Use teacher "read-alouds" as an effective practice for enhancing two of the critical components of reading instruction; Strategy 8. Use semantic impressions to teach vocabulary; Strategy 9. Use word expert cards to teach vocabulary; Strategy 10. Whether you develop your own word-study/spelling approach or teach with a published program of some type, you need to match the specific system with the developmental stages of the learners; 4. Fluency; Strategy 11. With the right strategies, reading fluency can be improved in middle and high school classrooms; Strategy 12. Let learners read as much as possible; Strategy 13. We are all reading teachers and we should act as reading role models; Strategy 14. Keep in mind the three key elements of reading fluency: accuracy in word decoding, automaticity in recognizing words, and the use of meaningful oral expression and learn how to address them within instruction; 5. Comprehension; Strategy 15. Try a "thinking out loud strategy" to help reveal children's thought processes as they try and make sense of text; Strategy 16. Use information trade book retellings to improve student comprehension of expository text structures; Strategy 17. Explore these three ways to get students to interact with the text in reading classes: summarize, share insights, and question; Strategy 18. Use drama techniques such as drawing, interviewing, and story theater in the class to help students interact with the text; Strategy 19. Allow students to choose what they want to read; Strategy 20. Use paraphrasing to promote reading comprehension; Strategy 21. Develop critical thinking and reasoning ability through the use of fiction and nonfiction books in the content areas; Strategy 22. Use talk as a strategy in the reading class; Strategy 23. Use scaffolding to improve reading comprehension; Strategy 24. Teach young children "radical change" characteristics in picture books; 6. Interventions for Struggling and At-Risk Readers; Strategy 25. Don't wait for formal testing to begin interventions for students with reading disabilities; Strategy 26. Use early literacy intervention strategies to facilitate appropriate student behavior; Strategy 27. Consider consulting with the speech pathologists to create a multifaceted approach to build students' vocabulary and assist them in reading comprehension; Strategy 28. Consider peer tutoring, especially cross-age tutoring, as an appropriate intervention for students whose struggle to read continues to be significantly below grade level; Strategy 29.Make it routine practice to foster self-efficacy and motivation in your young readers; Strategy 30.Remember deficits in reading ability are often associated with a complex range of issues beyond academic achievement, such as lack of motivation, poor self-esteem, and difficult social settings; Strategy 31.Examine the effects of reading interventions on social outcomes for struggling elementary school readers; Strategy 32. Be patient with "slower learners" who require more reading practice than other students; Strategy 33.Create a partnership between general education teachers and special educators using a shared classroom literacy program; 7. Help for English Language Learners; Strategy 34.Explore the definition of literacy and the complexity of the term when applied to bilingual and bicultural students; Strategy 35.In multicultural classrooms, reflect on the literacy instructional practices of the countries your students come from and how these practices affect their performance in U.S. schools; Strategy 36.Consider the variety of elements that support literacy intervention for young English-language learners; Strategy 37.Don't forget visual texts or "reading pictures, " either literary or factual, can be a powerful medium for learning and can assist L2 learners' literacy development; Strategy 38.Use learners' native languages in literacy instruction; Strategy 39.For second-language learners, teach reading before testing it; Strategy 40.Use similarities between Spanish and English to facilitate spelling instruction; 8. Literacy Instruction and Assessment Across the Curriculum; Strategy 41. When grading a student's writing, consider what the student is able to do well before noting what needs improvement; Strategy 42. Consider the use of open-book tests to promote and encourage the assigned textbook reading and the skills required to quickly find and utilize information; Strategy 43.Move beyond the simplistic notion of a "balanced approach to literacy instruction" and explore more fully what it means to be a literate person and how we can help students; Strategy 44.Reexamine the nature of "content literacy" and how it is reflected in your professional approach to literacy-related activities in your classroom; Strategy 45.As a content teacher, learn to carefully select literacy instructional design principles that have been documented to improve comprehension of specific content, skills and higher-order thinking; Strategy 46.Consider popular song lyrics as a "prereading" vehicle to help create a motivating context for more specific subject matter concepts; 9. Literacy and Instructional Materials; Strategy 47.Use your school hallways and other public areas at school to display the use of a variety of literacies as they provide insights into how literacy is practiced and valued (or devalued) in schools; Strategy 48.Help youngboys make a positive and compatible connection between masculinity and success as readers; Strategy 49. Include multicultural works when developing a quality English curriculum; Strategy 50. Take a look at one of the best resources for recommended literature available, the "Recommended Literature: Kindergarten Through Grade Twelve" on the California Department of Education's Web site; Strategy 51.Use folk literature in the reading class; Strategy 52.Let children read and write great poetry; Strategy 53.Use nonfiction readings in the primary grades; 10. Family and Community Literacy; Strategy 54.Utilize a variety of print materials to inspire student reading and writing; Strategy 55.Encourage use of libraries to provide a more inclusive literature collection for sexual minorities; Strategy 56.Reflect on the complex issues surrounding school literature selection for bilingual and bicultural students; Strategy 57.Find the "out-of-classroom" forces that shape reading habits and reading choices of young people to better develop their personal reading interests; Strategy 58.Don't overlook the obvious, the public library and the library card, as motivating factor within your literacy strategies; Strategy 59.Literacy programs work best by involving the whole family; Strategy 60.Explore ways parents can help their children read at home; Strategy 61.Make children aware of community library literacy programs; Strategy 62.Rather than imposing a school literacy curriculum on parents, consider listening to the parents' voices about a shared curriculum; Strategy 63.Become an advocate for improved home literacy environments (HLE) for all students, especially for preschool and K-3 students; 11. Literacy, Technology, and the Internet; Strategy 64.Optimize the purchase and use of word-processing spell-checker programs to better serve the needs of students with learning disabilities; Strategy 65.Become just as familiar with literacy-useful software as you are with your students' favorite literature; Strategy 66.Look to children's "out-of-school" uses of the Internet for instructional reading strategies for the classroom; Strategy 67.For children with reading difficulties, text-to-speech software offers some of the benefits of shared reading; Strategy 68.Use the Internet to improve reading comprehension; Strategy 69.Use electronic pen pals (ePALS) to have students communicate with people and sites beyond the classroom; Strategy 70.Use CD-ROM storybooks with early readers; Index;
• Publisher Details: Thousand Oaks : Corwin
• Publication Date: 2007
• Extent: 1 online resource (184 pages)
• Subjects: 428.4071; Reading; English language -- Composition and exercises -- Study and teaching; Effective teaching
• Languages: English
• ISBNs: 9781452293141; 1452293147
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.