Multiple Paths to Literacy: Assessment and Differentiated Instruction for Diverse Learners, K-12 (2-downloads)

This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. In this highly regarded resource, pre- and in-service teachers see how to recognize students’ literacy strengths and needs, identify students with special needs, and plan and differentiate instruction. With a goal of making literacy accessible to all students, and taking into account each learner’s talents and multiple intelligences, the book helps teachers meet the literacy needs of the diverse learners in today’s classrooms. Included are discussions for helping readers connect instruction to the Common Core State Standards, understand the relationship between the analytic process and RTI, work successfully with English Language Learners and students with special needs, more easily explore relevant websites, and more. A number of helpful pedagogical aids are included to ensure comprehension of the important ideas—among them Spotlight on English Language Learners, Arts Connection, MI margin notes, vocabulary alert, chapter objectives, assessment resources appendixes, and a glossary. Multiple Paths to Literacy provides the perfect combination of analytical approach and practical strategies in a new edition that is updated and more accessible than ever.

Table of Contents:
Preface           x   PART I              Foundations   CHAPTER 1     Fundamental Aspects of Literacy Learning     2                               OBJECTIVES Ï VOCABULARY ALERT     2                               Dimensions of Literacy     3                                   Literacy Is a Language Process 4 • Literacy Is a Cognitive Process 5 • Literacy Is a Psychological or                                    Affective Process 5 • Literacy Is a Social/Cultural Process 6 • Literacy Is a Physiological Process 6 •                                   Literacy Is an Emerging Process 7 • Literacy Represents the Linguistic Intelligence  8                               Arts Connection     10                               Prevalent Views About Literacy Instruction    10                               Two Major Goals of an Effective Literacy Program    13                                    Academic Literacy 13 • Recreational Literacy    13                               Summary    15                               Recommended Websites    15   CHAPTER 2       The Analytic Process: Preparation for Differentiating Instruction and Data-Driven Decision   Making    16                                OBJECTIVES Ï VOCABULARY ALERT    16                                Justification for the Analytic Process    17                                     Problems Associated with Assumptive Teaching 17 • The Analytic Process Paradigm and the                                     RTI Framework     19                                Analytic Teaching: Teaching for Democracy and Social Justice    19                                The Analytic Teacher 20 • The Analytic Process and Multiple Intelligences Theory    21                                Arts Connection     24                                Analyzing Components of Literacy Learning to Assist Differentiated Instruction    25                                     Levels of Analysis and Correlative Diagnostic Questions     25                                Basic Steps in the Analytic Process    31                                     Analysis of Literacy Behaviors 31 • Generation of Possible Teaching Hypotheses 31 • Teaching                                     32 • Reexamination of Literacy Behaviors    35                                From Teaching Hypotheses to Lesson Plans    35                                     Distinguishing Teacher Objectives and Correlated Student Learning Objectives 36 • Writing                                     Student Learning Objectives 37 • Learning Activities 39                                Summary    42                                Recommended Websites    44   CHAPTER 3        Linguistic Diversity in Literacy Education for English Language Learners     46                                OBJECTIVES Ï VOCABULARY ALERT    46                                Communicative Competence     48                                Some Linguistic Variations    50                                     Variations across Languages 50 • Variations within a Language 53 • Other Linguistic Variations     54                                Aspects of Second-Language Acquisition 55                                Some Diversity-Related Principles for Literacy Instruction     56                                Arts Connection    60                                Effective Instructional Practices for English Learners    61                                     A Developmental Stage Approach for English Language Acquisition 61 • Additional                                     Considerations when Planning Instruction for English Learners  64                                Summary    65                                Recommended Websites     66   CHAPTER 4        Physical, Psychological, and Environmental Factors Affecting Literacy Development    68                                OBJECTIVES Ï VOCABULARY ALERT     68                                Physical Factors         69                                Arts Connection         78                                Psychological Factors    80                                Environmental Factors    85                                Summary    92                                Recommended Websites    92   CHAPTER 5        Formal Literacy Assessment: Summative Assessments  94                                OBJECTIVES Ï VOCABULARY ALERT         94                                Summative versus Formative Assessment                                Purposes of Testing                                Assessment and Evaluation: Basic Concepts      96                                     Definitions 96 • Basic Measurement Concepts    98                                Purposes of Testing   101                                Administering Standardized Tests          101                                     Standardized Reading Survey Tests 102 • Standardized Diagnostic Reading Tests 103 • Criterion                                     -Referenced Tests        105                                Summary    107                                Recommended Websites  107   CHAPTER 6        Informal Literacy Assessment: Formative Assessments   108                                OBJECTIVES Ï VOCABULARY ALERT        108                                Commonly Used Formative Assessment Tools   109                                     Text-Related Tests 109 • Informal Reading Inventories 111 • Cloze Procedure 127 •                                     Modifications for Emergent Readers 129 • Assessment by Observation, Conferences and                                     Interviews, and Performance Samples     129                                Arts Connection         135                                Documentation and Record Keeping    138                                    Vignette       139                                    Summary    142                                Recommended Websites  142   PART II            THE MAJOR DOMAINS   CHAPTER 7        Early Literacy Skills   144                                OBJECTIVES Ï VOCABULARY ALERT     144                                Early Literacy Development and Emergent Readers     145                                Oral Language Development  145                                     Assessment Techniques for Oral Language 146 • Instruction for Oral Language Development                                             147                                Arts Connection    149                                Print Conventions and Book Handling 150                                     Assessment of Print Conventions and Book Handling 151 • Instruction for Print Conventions and                                     Book Handling         151                                Phonemic Awareness          152                                     Assessment for Phonemic Awareness 152 • Instruction for Developing Phonemic Awareness     153                                Letter Recognition     155                                     Assessment for Letter Recognition 156 • Instruction for Letter Recognition       157                                Spotlight on English Learners: Word Configuration Boxes       159                                Summary    160                                Recommended Websites       161   CHAPTER 8        The Reading/Writing Connection: Best Practices and Strategies 162                                OBJECTIVES Ï VOCABULARY ALERT         162                                The Role of Teachers in an Effective Writing Program      163                                Implementing the Writing Program       164                                     Observations, Initial Assessments, and Instructional Decisions 165 • Nonstructured Writing 166                                     • Structured Writing Lessons and Best Practices  167                                The Creative Writing Process   175                                Spotlight on English Learners: The Language Experience Approach   176                                     Prewriting     176                                Arts Connection  177                                     Drafting/Composing and Sharing for Feedback 179 • Revising and Editing 179 •                                     Publishing/Sharing      181                                Implementing a Spelling Program     181                                     Nonstructured Spelling  183 • Structured Spelling Best Practices    183                                Writing Instruction and Assessment: A Continuous Process  185                                     Shared Observations 188 • Postwriting Questionnaires 188 • Spelling Questionnaires 188 •                                     Portfolios   189                                Summary    190                                Recommended Websites   191   CHAPTER 9        Word Recognition    192                                OBJECTIVES Ï VOCABULARY ALERT    192                                Listening Vocabulary     194                                     Assessment 195 • Instruction  195                                Sight Vocabulary       196                                     Assessment 198 • Instruction      199                                Fluency        205                                     Predictable Language Method 206 • Neurological Impress Method (NIM) 206 • Repeated Readings                                     207 • Echo Reading 207 • Readers’ Theatre       207                                Word Recognition Processes    208                                Spotlight on English Learners: Choral Reading and Readers’ Theater     209                                Use of Context Clues 208 • Knowledge of Word Parts: Phonics and Structural Analysis  214                                Arts Connection     216                                     Visual Analysis 219 • Blending and Synthesizing     226                                Summary    229                                Recommended Websites  230   CHAPTER 10     Reading Vocabulary   232                                OBJECTIVES Ï VOCABULARY ALERT        232                                Assessing Knowledge of Word Meanings    233                                     Identification 234 • Multiple Choice 235 • Matching 235 • Checking  236                                Effective Instruction for Building Reading Vocabulary    237                                     Choosing Words to Teach 238 • Teaching Individual Word Meanings          239                                Spotlight on English Learners: Homophones, Homographs, and Idioms  245                                Teaching Word Learning Strategies     247                                Arts Connection   250                                Developing Word Awareness 255 • Instruction for Specialized Vocabulary 256                                Summary    262                                Recommended Websites 263   CHAPTER 11     Reading Comprehension: Foundations   264                                OBJECTIVES Ï VOCABULARY ALERT     264                                Factors Affecting the Comprehension Process    266                                     Factors within the Reader 266 • Factors within the Written Text 269 • Environmental Factors                                               270                                   Theories and Models of the Comprehension Process   271                                     Schema Theory 271 • Reading Comprehension as Cognitive-Based Processing 272 • Reading                                     Comprehension as Sociocognitive Processing 273 • Reading Comprehension as Transactional 273 •                                     Reading Comprehension as Transactional-Sociopsycholinguistic 274 • Reading Comprehension as                                     Influenced by Attitude   275                                Skilled Versus Less Skilled Comprehenders    275                                Assessment and Instruction for General Comprehension  277                                     Assessing the Ability to Organize Text 278 • Instruction for General Comprehension   280                                Spotlight on English Learners: The Experience-Text-Relationship Method   291                                Arts Connection   300                                Summary    304                                Recommended Websites  304   CHAPTER 12     Strategic Reading for Narrative Text    306                                OBJECTIVES Ï VOCABULARY ALERT  306                                Assessment for Narrative Text: Retellings    307                                Instruction for Narrative Text     309                                Spotlight on English Learners: Generating Stories     320                                Arts Connection      321                                Adolescent Literacy  323                                Summary    325                                Recommended Websites    325   CHAPTER 13     Strategic Reading for Expository Text   328                                OBJECTIVES Ï VOCABULARY ALERT 328                                Assessing Awareness of Strategic Reading for Expository Text   330                                Instructional Techniques for Developing Strategic Reading for Expository Text   331                                A Framework for Strategic Expository Reading     331                                A Framework for Expository Writing                                Spotlight on English Learners: GIST–Generating Interaction Between Schemata and Text 340                                Expository Reading and the Internet    349                                Arts Connection    349                                Summary    352                                Recommended Websites 352   CHAPTER 14      Study Skills and Test-Taking Strategies  354                                 OBJECTIVES Ï VOCABULARY ALERT        354                                 Study Skills and Prerequisite Abilities    356                                 Assessing Locational Skills    357                                     Alphabetizing 357 • Book Parts 358 • Reference Materials 358 • Reference Skills     360                                 Instruction for Developing Locational Skills   361                                     General Teaching Procedures for Direct Instruction 363 • Specific Activities     364                                 Assessing for Organizing Information   367                                     Attentive Listening 367 • Classifying Words, Phrases, and Sentences 367 • Main Ideas and Supporting           &nbs  

About the Author :
Joan P. Gipe is Research Professor Emeritus from the University of New Orleans and Lecturer Emeritus from California State University, Sacramento. She is currently engaged as a Contributing Faculty Member with Walden University, mentoring doctoral students working on their doctoral dissertations. Joan earned her degrees at the University of Kentucky (BA, MA), and Purdue University (Ph.D.), with an emphasis on reading education. She spent many years working with learners of all ages: in Kentucky as a reading specialist, in Indiana as a fifth-grade teacher, and in several university contexts as faculty, supervisor of student teachers, department chairperson, coordinator for teaching enhancement, liaison for professional development schools, coordinator of field-based teacher education cohorts, and now doctoral student mentor. In addition to many articles in professional journals and this text, Joan is co-author with Nancy Lee Cecil of Literacy in Grades 4–8: Best Practices for a Comprehensive Program, 2nd Ed. (2009 Holcomb Hathaway Publishers).