Diagnostic Teaching of Reading: Techniques for Instruction and Assessment Plus MyEducationLab with Pearson eText -- Access Card Package

ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products.   Packages Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase.   Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code.   Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase.   --Diagnostic Teaching of Reading, 7/e, by renowned author Barbara J. Walker, is the ideal resource for pre-service and in-service educators, including teachers, reading specialists, literacy coaches, school psychologists, special education teachers, and Title I teachers. In it they see how to use a variety of instructional and assessment techniques to help plan lessons designed to improve literacy for all learners in their charge.   Included are over 65 instructional techniques that meet the diverse learning needs of all students, including struggling readers and writers, English language learners, and culturally diverse learners. With the information presented here, teachers see how to continually reflect on their instructional practices and tailor their instruction to the strengths and needs of the diverse children they teach.  0133007480 / 9780133007480 Diagnostic Teaching of Reading: Techniques for Instruction and Assessment Plus MyEducationLab with Pearson eText -- Access Card Package Package consists of: 013231651X / 9780132316514 Diagnostic Teaching of Reading: Techniques for Instruction and Assessment 0133040968 / 9780133040968 NEW MyEducationLab with Pearson eText - Standalone Access Card -- for Diagnostic Teaching of Reading: Techniques for Instruction and Assessment

Table of Contents:
Contents PART ONE The Process of Diagnostic Teaching of Reading    1 Ways to Use These Chapters  3 1 What Is Diagnostic Teaching?  5 Active Reading and Writing  7 Differences in Learning 11 Struggling and Writers Readers 11 English Language Learners 13 Culturally Diverse Learners 14 Instructional Process  15    Text-based View    Reader-based View    Interactive constructivist View    Sociocultural View    Balanced Instruction Assessment Process  20 Diagnostic Teaching Process     Diagnostic Teaching Lesson 23 Summary  14 2 Literacy Development   34 Emergent Literacy Stage  36 Early Developing Literacy Stage 38 Developing Stage  40 Strategic Literacy Stage 43 Complex Literacy Stage 46   3 Effective Teachers  48 Engage All Learner 48 Foster meaningful interpretations and thoughtful understanding 50 Cultivate Vibrant Discussions 51 Access To High Quantity And High Quality Of Reading Material 53 Make use of Scaffolding  54 Nuture Motivation  58  Promote Self regulated Learning 60 Create a Responsive Environment 61 Assess while Teaching  62 Integrate and Balance Instruction 65 Summary 4 The Diagnostic Teaching Session: An Overview  68 Familiar Text Time  69 Supported Reading and Writing  70 Continuous Assessment  74 Strategy and Skill Instruction  78 Analysis of Patterns of Reading Development  78 Instruction in Strategies and Skills  79 Strategy Conversations and Self-Assessment  80 Process Writing Time  82 Personalized Reading and Writing  83 Summary  5 Gathering Diagnostic Data  94 Informal Reading Inventory 94 Establishing the Level of Student Performance   Analyzing the Results from the Informal Reading Inventory  Informal Writing Assessment Further Assessments  Stages of Reading Development  81 Emergent Literacy Stage Early Developing Literacy Stage Developing Literacy Stage Strategic Literacy Stage Complex Literacy Stage Summary  6 The Literacy Event  114 Reader  117 Reader analysis for Jenny Text  129  Text analysis for Jenny  Task  135    Task analysis for Jenny Situational Context  144    Situational Context analysis for Jenny Technique  154 Summary  Formulating Hypotheses for Jenny  Reviewing the Steps  711    Selecting Techniques  172 Classifying Techniques for Supporting Reading and Writing  Classifying Techniques by Instructional Framework  Classifying Techniques by Type of Text  Classifying Techniques by Mode of Response Classifying Techniques for Strategy and Skill Instruction Classifying Techniques by Reasoning Strategies  Classifying Techniques by Reading Skills  Classifying Techniques for Increased Specificity  Classifying Techniques by Sources of Information Classifying Techniques by Type of Structure  Summary  Putting the Parts Together for Jenny  Reviewing Technique Selection  8 Selecting Materials  223 Basic Types of Materials  Basal Readers and Core Reading Programs Chapter Books E-Books Focused Lessons Books  High-Interest, Low-Readability Books  Internet Materials  Leveled Books Media  Picture Trade Books  Poetry Anthologies Predictable Books  Series Books  Software Programs  Textbooks  Selecting Material for a Particular Reader  Matching the Text to the Reader  Evaluating the Text  More to Consider When Selecting Material  Interest  Choice  Background Knowledge of the Reader  Length of the Book  Summary  9   Initiatives and Teacher Development  246 Response to Intervention Sheltered Instruction Observation Protocol for English Language Learners Shared Expertise in Reading  Reflecting Developing Collaboration  The Learning Community  Forms of Studying Reading Instruction Study Groups Teacher Research Groups Criteria for a Teacher Development Context  167   10   Using Multiple Assessments  261 Authentic Assessments Criterion-Referenced Tests Formal Assessments Informal Assessments Motivation Assessment Performance Assessment  Process-Oriented Assessments   Rubrics  Student Self-Assessment The Assessments  266 Anecdotal records  Assessment Letters  Assessment Talks Attitude Toward Reading Cloze Test Concepts about Print Interview Diagnostic Teaching Assessment  Developmental Reading Assessment 2 Informal Reading Inventory  Interest Inventories Letter Name Knowledge The Metacognitive Awareness of Reading Strategies Inventory Miscue Analysis Motivation to Read Profile  Multi-Dimensional Fluency Scale Norm-Referenced Tests Observations Phonemic Segmentation Phonological Awareness Portfolios Retelling Rubric Running Records   Self-Perceptions as a Reader and Writer Spelling Assessment Strategy Self-Assessments Student-Led Conferences  Summarization Rubric Think-Aloud Analysis  Word Identification Assessment Writing Rubric Evaluating Student Performance Using Multiple Assessments  145 Summary    PART TWO The Instructional Techniques    317 The Information for Each Technique  Ways to Use These Techniques  Techniques (listed alphabetically)  1.   Alternate Writing   2.   Analytic Phonics   3.   Chunking   4.   Cloze Instruction   5.   Collaborative Reading   6.   Concept Mapping   7.   Concept-Oriented Reading Instruction   8.   Contextual Processing  9.   Decoding by Analogy  10.    Digital Talking Books 11. Direct Experience Approach  12. Directed Reading Activity  13. Directed Reading-Thinking Activity  14. Experience—Text—Relationship 15. Explicit Teaching  16. Feature Analysis Grid 17. Framed Rhyming Innovations  18. Generative-Reciprocal Inference Procedure 19. Graphic Organizers  20. Group Investigation Approach  21. Guided Reading  22. Imagery Instruction  23. Implicit Teaching 24. Impress Method 25. Interactive Writing  26. Internet Inquiry  27. Journal Writing  28. K-W-L  29. Language Experience Approach  30. Listening-Thinking Activity  31. Literature Discussions  32. Making Words  33. Making and Writing Words  34. Metaphors  35. Multisensory Approaches  36. Paired Reading  37. Phonogram Approach  38. Prediction Strategy Instruction  39. Process Writing  40. Question-and-Answer Relationships  41. Question-Generation Strategy  42. Questioning the Author  43. Readers Theater  44. Reciprocal Teaching  45. Repeated Readings  46. ReQuest  47. Retelling  308 48. Retrospective Miscue Analysis  49. Say Something  50. Semantic Mapping  51. Sentence Combining  52. Shared Reading Approach  53. Sight-Word Approach 54. Sound Boxes  55. SQ3R  56. Story Drama  57. Story Mapping  58. Story Writing Approach  59. Strategy Instruction  60. Summary Experience Approach  61. Summarization  62. Synthetic Phonics  63. Thematic-Inquiry Approach  64. Think-Aloud Approach  65. Visualization  66. Vocabulary Self-Collection Strategy  67. Word Sorts  68. Word Walls    Appendix A Administering an Informal Reading Assessment    Appendix B Predictable Book List    Appendix C High Interest Series Books    Appendix D Online Resources    Glossary    Reference    Index     

About the Author :
Barbara J. Walker is professor of reading at Oklahoma State University-Stillwater/Tulsa where she teaches courses in reading difficulties and literacy coaching. Dr. Walker received her Ed.D. from Oklahoma State University in Curriculum and Instruction, specializing in reading difficulty. Prior to returning to Oklahoma, Dr. Walker was a professor in the Department of Special Education and Reading at Montana State University, Billings, where she coordinated the Reading Clinic. She was a reading specialist in the elementary schools of Stillwater, Oklahoma; organized and taught the college reading program at Vernon Regional Junior College in Vernon, Texas; and coordinated the educational program at the Hogar Paul Harris in Cochabamba, Bolivia.   Dr. Walker’s research interests focus on teacher development, early literacy intervention, reading difficulties, and literacy coaching. Her publications include Literacy Coaching: A Collaborative Approach (2010), Techniques for Reading Assessment and Instruction (2005), Supporting Struggling Readers (2003), The Supervisor’s Handbook for the Reading Team (1998) with Ronald Scherry and Lesley Morrow, Tips for the Reading Team (1998) and The Reading Team: A Handbook for K—3 Volunteer Tutors (1997) with Lesley Morrow and Interactive Handbook for Understanding Reading Diagnosis (1994) with Kathy Roskos.   Dr. Walker received Oklahoma State University’s Regents Distinguished Professor for Research in 2007, College Reading Association’s 1997 A. B. Herr Award for outstanding contributions to reading education and was a distinguished finalist for the International Reading Association’s 1991 Albert J. Harris Award for research in reading disabilities.   Dr. Walker is a past President (2008-2009) of the International Reading Association, an organization that influences over 300,000 reading educators worldwide. She is a state, national, and international professional leader, having served on the board of directors of the International Reading Association, the College Reading Association, the Montana State Reading Council, and the Oklahoma Reading Council. Most important to her, however, is preparing teachers to work with struggling readers. In this capacity, she has helped more than 3,000 struggling readers improve their literacy.

Review :
“What I like about Barbara Walker's text is that it connects assessment to instructional techniques and materials. Most other books provide chapter overviews that are disconnected. This book brings everything together in a way that supports all readers and helps teachers make effective instructional decisions.” Eugenia Mora-Flores, University of Southern California