当代英语阅读教学论PDF电子书下载

Chapter 1 Breaking with Tradition in English Reading Instruction 1

1.1 What is the challenge for English teacher of reading in the years to come 1

1.1.1 The new literacy 2

1.1.2 The new teacher 3

1.2 What makes decision making difficult 5

1.2.1 The complexity of the classroom 5

1.2.2 The basal reading textbook 7

1.3 Current instructional practices in reading 10

1.4 Becoming an instruction decision maker 14

Chapter 2 Instructing and Teaching Reading 19

2.1 What is the goal of reading instruction 19

2.2 What is reading and reading comprehension 20

2.2.1 What is reading 20

2.2.2 Reading comprehension 22

2.2.3 Making sense out of reading 23

2.3 Building a reading curriculum 29

2.3.1 Sub goals of holistic reading instruction 29

2.3.2 The interaction of reading sub goals 30

2.4 The importance of knowing how to instruct and teach reading 38

Chapter 3　Students Diversity 40

3.1 Diversity as a way of life 40

3.2 "Voice"as a key to diversity 43

3.3 Experiences and student diversity 44

Chapter 4 What Approach,or Method Should be Used 46

4.1 The distinction between teaching and instruction 46

4.2 Properties of instruction 47

4.3 Distinctions between direct and indirect instruction 50

4.3.1 Direct instruction 51

4.3.2 Indirect instruction 55

4.3.3 Summary of direct or indirect instruction 56

4.3.4 Combing direct and indirect instruction 57

4.4 Motivating 58

4.4.1 Integration within a single lesson 59

4.4.2 Integration across lessons 59

4.5 Approach to organizing reading instruction 60

4.5.1 Basal text approach 60

4.5.2 Language experience approach 62

4.5.3 Literature-based approach 65

4.5.4 Basing instruction in whole language 68

4.6 Instruction decision-making 70

Chapter 5 Helping Students Feel Good about Reading 74

5.1 What are attitudes and why are they important 74

5.2 Developing metacognitive control 74

5.3 Instructional emphases in attitude goals 75

5.3.1 The literate environment 76

5.3.2 Direct teacher guidance 76

5.4 Teaching attitude goals at various development levels 77

5.4.1 Emergent literacy stage 77

5.4.2 Initial mastery stage 78

5.4.3 Expanded fundamentals stage 80

5.4.4 Application stage 82

Chapter 6 Helping Students Comprehend Text:Content Goals 84

6.1 The components of content goals 84

6.1.1 Role of text structure 85

6.1.2 Role of purpose 86

6.2 Who is metacognitive control 86

6.3 Instructional emphasis in content goals 86

6.3.1 The literate environment 86

6.3.2 Direct teacher guidance 87

6.3.3 Role of teacher's questioning 88

6.4 Content goals and writing 89

6.5 Teaching content goals at various development levels 90

6.5.1 Emergent literacy stage 90

6.5.2 Initial mastery stage 92

6.5.3 Expanded fundamentals stage 95

6.5.4 Application stage 97

Chapter 7 Helping Students Use Words:Process Goals 99

7.1 The written code 99

7.2 Distinguishing between word recognition and vocabulary 100

7.3 Components of word recognition 101

7.4 Components of vocabulary 106

7.4.1 Routine vocabulary skills 107

7.4.2 Metacognitive vocabulary strategies 107

7.4.3 Developing student metacognitive control 108

7.5 Instructional emphasis in word recognition and vocabulary 110

7.5.1 The literate environment 110

7.5.2 Direct teacher guidance 111

7.5.3 Integration of word recognition and vocabulary 115

7.5.4 Role of fluency 115

7.5.5 Role of the dictionary 116

7.5.6 Role of teacher questioning 117

7.5.7 Integration with writing 118

7.6 Teaching word recognition and vocabulary at different development levels 119

7.6.1 Emergent literacy stage 119

7.6.2 Initial mastery stage 120

7.6.3 Expanded fundamentals stage 121

7.6.4 Application stage 121

Chapter 8 Helping Students Use Comprehension Strategies:Process Goals 124

8.1 Important distinctions about comprehension 124

8.1.1 Distinguishing comprehension from word recognition and vocabulary 124

8.1.2 Distinguish comprehension from remembering 125

8.1.3 Distinguishing comprehension processes and content goals 126

8.2 Types of comprehension strategies 127

8.2.1 Initiating strategies 128

8.2.2 During-reading strategies 130

8.2.3 Post-reading strategies 132

8.3 Instructional emphases in comprehension processes 133

8.3.1 The literate environment 134

8.3.2 Direct teacher guidance 134

8.3.3 Role of teacher questioning 135

8.4 Teaching comprehension at various development levels 136

8.4.1 Emergent Literacy Stage 136

8.4.2 Initial mastery stage 149

8.4.3 Expanded fundamentals stage 140

8.4.4 Application stage 143

Chapter 9 Helping Students Study:Process Goals 147

9.1 Defining study strategies 147

9.1.1 Distinguishing study strategies from comprehension 148

9.1.2 Distinguishing study strategies from content goals 148

9.2 Types of study strategies 149

9.2.1 Locational strategies 149

9.2.2 Rate strategies 150

9.2.3 Remembering strategies 151

9.2.4 Organizing strategies 152

9.2.5 Studv habits 154

9.3 Instructional emphasis in study strategies 154

9.3.1 The literate environment 155

9.3.2 Direct teacher guidance 156

9.3.3 Integration with writing 157

9.4 Teaching study strategies at various developmental levels 157

9.4.1 Emergent literacy stage 158

9.4.2 Initial mastery stage 159

9.4.3 Expanded fundamentals stage 160

9.4.4 Application stage 161

Chapter 10 How to Establish a Literate Environment:the Key to Whole Language Instruction 164

10.1 Importance of a conceptual foundation 164

10.2 Purpose of a literate environment 166

10.3 What a literate environment look like 167

10.4 Physical environment——one of literate environments 169

10.5 Creating a literate environment 176

10.5.1 Decide on the goals you wish to develop 176

10.5.2 Decide which components you want in the literacy cycle 177

10.5.3 Allocate sufficient time for instruction 177

10.5.4 Employ indirect instruction 177

10.5.5 Orchestrate the physical,intellectual,and social-emotional environments to create desired conditions 177

10.5.6 Match groupings to specific activities and goals 179

10.5.7 Monitor activities in terms of desired goals 179

Chapter 11 Assessing Students during Classroom Interaction 180

11.1 Changes in literacy assessment 180

11.2 Conditions that result in individual differences 181

11.2.1 Aptitude for verbal learning 181

11.2.2 Perseverance 183

11.3 Guidelines for classroom literacy assessment 185

11.3.1 Students 185

11.3.2 The teacher's role 186

11.3.3 Assessment practices 187

11.4 Assessing through portfolios 189

11.5 Organizing portfolios 191

11.5.1 Ongoing assessment devices 191

11.5.2 Observations 193

11.5.3 Conferences 195

11.5.4 Collections of performance results 197

11.5.5 Periodic portfolio growth conferences 198

Chapter 12 Grouping Whole Collaborative and Reading Level 202

12.1 Purpose of reading groups 202

12.2 Kinds of reading groups 202

12.3 Information needed to form reading groups 206

12.3.1 Collecting information to form whole groups 206

12.3.2 Collecting information to form collaborative groups 207

12.3.3 Collecting information to form reading level groups 209

12.4 Monitoring student progress in groups 212

12.4.1 Collecting data about attitude goals 213

12.4.2 Collecting data about process goals 214

12.4.3 Collecting information about content goals 219

Chapter 13 How to Modify Basal Text Prescriptions 221

13.1 Strengths and weaknesses of basal 221

13.2 Modifying basal text reading groups 224

13.3 Modifying basal text units 226

13.4 Modifying basal text lesson 229

13.5 Modifying basal text seatwork 234

Chapter 14 How to Plan and Teach Lessons and Units 236

14.1 Stating objectives 236

14.2 Important aspects of unit planning 239

14.3 Lesson planning using indirect instruction 243

14.4 Lesson planning using direct instruction 248

14.4.1 Planning direct instruction for process goals 249

14.4.2 Planning direct instruction for content goals 253

14.4.3 Analyzing planning decisions 255

14.5 Planning for the subtleties of instruction 263

14.5.1 Lesson length 263

14.5.2 Introducing the lesson 264

14.5.3 Showing students how 265

14.5.4 Mediating student acquisition 267

14.5.5 Practice 270

14.5.6 Transfer to real reading 271

Chapter 15 How to Manage Reading Instruction 273

15.1 Allocating time to read 273

15.2 Planning for effective classroom activity flow 275

15.2.1 Physical arrangement 275

15.2.2 Patterns 276

15.3 Managing the academic content of reading 283

15.4 Ensuring sustained student engagement 285

15.4.1 General teacher's action 285

15.4.2 Specific teacher action 287

15.5 Steps in creating a management system 292

References 296