| Acknowledgments |
|
vii | |
| About the Authors |
|
ix | |
| Preface |
|
xi | |
|
Chapter 1 Disablement and Documentation |
|
|
1 | (6) |
|
|
|
Chapter 2 Reasons for Documenting in Physical Therapy |
|
|
7 | (8) |
|
|
|
Chapter 3 Ethical, Legal, and Regulatory Issues in Physical Therapy Documentation |
|
|
15 | (8) |
|
|
|
Chapter 4 Documenting Patient/Client Management: An Overview |
|
|
23 | (10) |
|
|
|
|
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Chapter 5 Documentation Formats |
|
|
33 | (20) |
|
|
|
Chapter 6 Health Informatics and Electronic Health Records |
|
|
53 | (8) |
|
|
|
Chapter 7 Rules for Writing in Medical Records |
|
|
61 | (8) |
|
|
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Chapter 8 Documenting the Examination |
|
|
69 | (12) |
|
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|
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Chapter 9 Documenting the Evaluation |
|
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81 | (16) |
|
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|
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Chapter 10 Interim Documentation |
|
|
97 | (12) |
|
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|
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Chapter 11 Patient Outcomes and Discharge Summaries |
|
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109 | (8) |
|
|
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|
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Chapter 12 Documentation, Insurance, and Payment |
|
|
117 | (14) |
|
|
| Appendix: Abbreviations and Symbols |
|
131 | (8) |
| Index |
|
139 | |
|
1 A Child Learns to Read: Process and Product |
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1 | (1) |
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1 | (1) |
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2 | (2) |
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Theories of Reading Acquisition |
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4 | (1) |
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4 | (1) |
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4 | (1) |
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5 | (1) |
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The Grapho-Phonological System |
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5 | (1) |
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The Syntactic (Sound Stream of Language) System |
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5 | (1) |
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5 | (1) |
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6 | (1) |
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6 | (6) |
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Skills Used in the Reading Process |
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6 | (1) |
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Using Letter-Sound Relationships |
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7 | (1) |
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Acquiring a Sight Vocabulary |
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7 | (1) |
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Gaining Meaning From Context |
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8 | (1) |
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Characteristics of the Reading Process |
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9 | (1) |
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Reading Is a Holistic Process |
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9 | (1) |
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Reading Is a Constructive Process |
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10 | (1) |
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Reading Is a Strategic Process |
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10 | (1) |
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Reading Is an Interactive Process |
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10 | (1) |
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Reading and Writing Are Synergistic Processes |
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11 | (1) |
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The Reading Process and Learners Who Are Diverse |
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12 | (1) |
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12 | (2) |
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14 | (1) |
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Questions for Journal Writing and Discussion |
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15 | (1) |
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Suggestions for Projects and Field Activities |
|
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15 | (1) |
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2 A Quest for Balance: Moving Forward |
|
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16 | (18) |
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16 | (1) |
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17 | (1) |
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The History of Early Literacy |
|
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17 | (4) |
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Skills-Based versus Holistic Approach |
|
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17 | (3) |
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Standards-Based Education |
|
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20 | (1) |
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Approaches to Teaching Reading |
|
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21 | (7) |
|
Phonics Instruction and the Transmission Model |
|
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22 | (1) |
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The Positive Role of Phonics Instruction |
|
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23 | (2) |
|
Holistic Instruction and the Transactional Model |
|
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25 | (1) |
|
A Quest for Balance: A Comprehensive Approach |
|
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26 | (2) |
|
Balance and Teaching to Standards |
|
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28 | (3) |
|
The Impact of Technology on Literacy |
|
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31 | (1) |
|
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31 | (1) |
|
Questions for Journal Writing and Discussion |
|
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32 | (1) |
|
Suggestions for Projects and Field Activities |
|
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32 | (2) |
|
3 Emergent Literacy: From Birth to Conventional Literacy |
|
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34 | (32) |
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34 | (1) |
|
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35 | (1) |
|
Language Acquisition: An Overview |
|
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36 | (2) |
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36 | (1) |
|
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36 | (1) |
|
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37 | (1) |
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37 | (1) |
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37 | (1) |
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37 | (1) |
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38 | (1) |
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38 | (1) |
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Books Should Be Handled in Special Ways |
|
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38 | (1) |
|
Book and Story Sharing Involve a Routine |
|
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39 | (1) |
|
Illustrations Represent Real Things |
|
|
39 | (1) |
|
Printed Words Have Meaning |
|
|
39 | (1) |
|
Reading Readiness: A Retrospective |
|
|
39 | (1) |
|
Overview of Emergent Literacy |
|
|
40 | (5) |
|
Use of the Term Emergent Literacy |
|
|
40 | (1) |
|
Activities for Letter Recognition |
|
|
41 | (1) |
|
Key Components of Emergent Literacy |
|
|
41 | (1) |
|
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42 | (1) |
|
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|
42 | (1) |
|
|
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43 | (1) |
|
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|
43 | (1) |
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|
43 | (2) |
|
Influences on Children's Literacy Development |
|
|
45 | (5) |
|
Continuing Literacy Development |
|
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45 | (1) |
|
|
|
45 | (2) |
|
|
|
47 | (1) |
|
|
|
47 | (1) |
|
Transitional Readers/Writers |
|
|
47 | (1) |
|
|
|
48 | (1) |
|
Understanding of Literacy Concepts |
|
|
48 | (1) |
|
Developing Cognitive Skills |
|
|
49 | (1) |
|
The Role of Early Childhood Educators, Parents, and Caregivers |
|
|
49 | (1) |
|
Guidelines for Setting Up a Balanced, Comprehensive Literacy Program From Birth to Primary Years |
|
|
50 | (1) |
|
Positive Practices to Foster Emergent Literacy |
|
|
51 | (10) |
|
Developing Concepts About Print |
|
|
54 | (1) |
|
Providing Direct and Vicarious Experiences |
|
|
54 | (1) |
|
Interactive Story Writing |
|
|
55 | (2) |
|
Reading Aloud to Students: The Importance of Print and Books |
|
|
57 | (3) |
|
|
|
60 | (1) |
|
Emergent Literacy and Children With Special Needs |
|
|
61 | (1) |
|
Literacy-Enriched Play Intervention |
|
|
62 | (1) |
|
|
|
62 | (1) |
|
|
|
62 | (1) |
|
Strategies for English Learners |
|
|
62 | (1) |
|
Modeling Phrasing and Punctuation |
|
|
63 | (1) |
|
Using Contextual Definitions |
|
|
63 | (1) |
|
Elaborating on Children's Responses |
|
|
63 | (1) |
|
|
|
63 | (1) |
|
Questions for Journal Writing and Discussion |
|
|
64 | (1) |
|
Suggestions for Projects and Field Activities |
|
|
64 | (2) |
|
4 Phonemic Awareness: The Sounds of Our Language |
|
|
66 | (20) |
|
|
|
66 | (1) |
|
|
|
67 | (1) |
|
The Importance of Phonemic Awareness |
|
|
68 | (2) |
|
|
|
69 | (1) |
|
The Components of Phonemic Awareness |
|
|
70 | (1) |
|
Developing Phonemic Awareness |
|
|
71 | (4) |
|
|
|
72 | (1) |
|
Early Literacy Screening, Tools, and Activities |
|
|
72 | (1) |
|
From Research to Practice |
|
|
72 | (1) |
|
Preschool Games and Rhyming Activities |
|
|
72 | (3) |
|
Phonemic Awareness and English Learners |
|
|
75 | (2) |
|
Articles for Teaching Phonemic Awareness to English Learners |
|
|
75 | (2) |
|
Phonemic Awareness and Students With Special Needs |
|
|
77 | (1) |
|
Phonemic Awareness Activities |
|
|
78 | (1) |
|
|
|
79 | (1) |
|
|
|
79 | (1) |
|
Comparing and Contrasting Sounds |
|
|
80 | (3) |
|
|
|
80 | (1) |
|
|
|
80 | (1) |
|
|
|
80 | (3) |
|
Recommendations for Teaching Phonemic Awareness |
|
|
83 | (1) |
|
|
|
84 | (1) |
|
Questions for Journal Writing and Discussion |
|
|
85 | (1) |
|
Suggestions for Projects and Field Activities |
|
|
85 | (1) |
|
5 Phonics, Sight Vocabulary, and Fluency: Why and How |
|
|
86 | (35) |
|
|
|
86 | (1) |
|
|
|
87 | (1) |
|
|
|
87 | (2) |
|
|
|
88 | (1) |
|
Word and Picture Activities |
|
|
89 | (1) |
|
Beginning Phonics Instruction |
|
|
89 | (2) |
|
Approaches to Sounding Out Words |
|
|
91 | (2) |
|
|
|
92 | (1) |
|
|
|
92 | (1) |
|
A Sequence for Teaching Phonics |
|
|
93 | (1) |
|
Teaching Sight Vocabulary Words |
|
|
93 | (3) |
|
|
|
95 | (1) |
|
|
|
96 | (4) |
|
|
|
97 | (1) |
|
Useful Phonics Generalizations |
|
|
97 | (1) |
|
Whole-Part-Whole Instructional Sequence |
|
|
97 | (1) |
|
|
|
98 | (1) |
|
|
|
99 | (1) |
|
Phonological Awareness, Phonics, and Sight Word Scope and Sequence Chart |
|
|
99 | (1) |
|
Application of Phonics Skills |
|
|
99 | (1) |
|
Use of Different Types of Literature |
|
|
99 | (1) |
|
Online Stories for Phonics |
|
|
99 | (1) |
|
|
|
100 | (1) |
|
General Suggestions for Phonics Instruction |
|
|
100 | (8) |
|
Reading Fluency: Making Decoding Automatic Through Oral Reading |
|
|
108 | (8) |
|
|
|
108 | (1) |
|
Why Is Fluency Important? |
|
|
109 | (1) |
|
|
|
109 | (2) |
|
|
|
111 | (1) |
|
|
|
111 | (1) |
|
A Brief History of Fluency Instruction |
|
|
111 | (1) |
|
What Can Be Done to Improve Fluency? |
|
|
112 | (3) |
|
Interactive Reading With E-Books |
|
|
115 | (1) |
|
Teaching Fluency Through Poetry |
|
|
115 | (1) |
|
Strategies for English Learners |
|
|
116 | (1) |
|
Considerations for Students With Special Needs |
|
|
117 | (2) |
|
Scope and Sequence Instruction |
|
|
118 | (1) |
|
|
|
118 | (1) |
|
|
|
118 | (1) |
|
Technology, Phonics, and Special Needs |
|
|
118 | (1) |
|
|
|
119 | (1) |
|
Questions for Journal Writing and Discussion |
|
|
119 | (1) |
|
Suggestions for Projects and Field Activities |
|
|
120 | (1) |
|
6 Spelling: A Writer's Tool |
|
|
121 | (23) |
|
|
|
121 | (1) |
|
Learning and Applying Spelling Skills |
|
|
122 | (1) |
|
The Stages of Spelling Development |
|
|
123 | (5) |
|
|
|
123 | (1) |
|
The Precommunicative Stage |
|
|
123 | (1) |
|
The Prephonetic, or Preliterate, Stage |
|
|
124 | (1) |
|
The Phonetic, or Letter-Name, Stage |
|
|
125 | (1) |
|
The Transitional, or Within-Word, Stage |
|
|
125 | (1) |
|
The Conventional Spelling, or Syllable Juncture, Stage |
|
|
126 | (1) |
|
Bear, Invernizzi, Templeton, and Johnston's Stages |
|
|
126 | (1) |
|
|
|
126 | (1) |
|
Letter-Name-Alphabetic Spelling |
|
|
126 | (1) |
|
Within-Word Pattern Spelling |
|
|
126 | (1) |
|
Syllables and Affixes Spelling |
|
|
127 | (1) |
|
Derivational Relations Spelling |
|
|
127 | (1) |
|
Observing Experimental Spelling |
|
|
128 | (3) |
|
Understanding Our Alphabetic System |
|
|
131 | (1) |
|
Supporting Spelling Development |
|
|
132 | (6) |
|
Early Phonetic/Early Letter-Name Stage |
|
|
132 | (2) |
|
Phonetic/Late Letter-Name and Within-Word Stage |
|
|
134 | (1) |
|
Transitional/Syllables and Affixes Spelling Stage |
|
|
134 | (1) |
|
A Possible Week's Study Plan |
|
|
135 | (1) |
|
|
|
135 | (1) |
|
|
|
136 | (1) |
|
|
|
137 | (1) |
|
Thursday: Using the Words in Context |
|
|
137 | (1) |
|
Before Finishing a Piece of Writing |
|
|
138 | (1) |
|
Friday: Paired Post-Tests |
|
|
138 | (1) |
|
|
|
138 | (1) |
|
Strategies for English Learners |
|
|
138 | (2) |
|
Considerations for Students With Special Needs |
|
|
140 | (1) |
|
|
|
140 | (1) |
|
Word Lists and High-Frequency Words |
|
|
140 | (1) |
|
|
|
141 | (1) |
|
|
|
141 | (1) |
|
|
|
142 | (1) |
|
Questions for Journal Writing and Discussion |
|
|
143 | (1) |
|
Suggestions for Projects and Field Activities |
|
|
143 | (1) |
|
7 Acquiring Word Meanings: The Building Blocks of Literacy |
|
|
144 | (27) |
|
|
|
144 | (1) |
|
|
|
145 | (1) |
|
Why Acquiring a Meaning Vocabulary Is Important |
|
|
145 | (2) |
|
Principles of Effective Vocabulary Development |
|
|
147 | (4) |
|
Motivating Students to Read Independently |
|
|
148 | (1) |
|
|
|
149 | (1) |
|
Listening to the Teacher Read |
|
|
150 | (1) |
|
Other Factors in Vocabulary Development |
|
|
150 | (1) |
|
Types of Vocabulary Instruction |
|
|
151 | (13) |
|
Explicit Instruction in Meaning Vocabulary |
|
|
151 | (1) |
|
|
|
151 | (1) |
|
Learning New Words for New Concepts |
|
|
151 | (2) |
|
Clarifying and Enriching the Meanings of Known Words |
|
|
153 | (1) |
|
Learning New Words for Known Concepts |
|
|
153 | (1) |
|
Moving Words Into Children's Speaking Vocabularies |
|
|
154 | (1) |
|
Learning New Meanings for Known Words |
|
|
155 | (1) |
|
Strategies to Enhance Independent Meaning Vocabulary Growth |
|
|
156 | (1) |
|
|
|
156 | (1) |
|
Using Word Structure, or Morphology |
|
|
157 | (2) |
|
|
|
159 | (2) |
|
Figuring Out Unknown Words |
|
|
161 | (1) |
|
Developing an Appreciation for Words |
|
|
162 | (1) |
|
|
|
163 | (1) |
|
Vocabulary-Learning Games |
|
|
163 | (1) |
|
Strategies for English Learners |
|
|
164 | (4) |
|
Activate the Schema of the Learners |
|
|
164 | (1) |
|
|
|
165 | (1) |
|
Scaffold Vocabulary Usage |
|
|
165 | (1) |
|
Use Multisensory and Multimedia Approaches |
|
|
166 | (1) |
|
Provide Opportunities to Share Home Language |
|
|
166 | (1) |
|
Focus on the Functional Use of Language |
|
|
167 | (1) |
|
Vocabulary Development for Students With Special Needs |
|
|
168 | (1) |
|
Modifying Traditional Approaches |
|
|
169 | (1) |
|
|
|
169 | (1) |
|
Questions for Journal Writing and Discussion |
|
|
170 | (1) |
|
Suggestions for Projects and Field Activities |
|
|
170 | (1) |
|
8 Reading Comprehension: Making Sense of Print |
|
|
171 | (33) |
|
|
|
171 | (1) |
|
|
|
172 | (1) |
|
An Ideal Climate for Critical Thinking |
|
|
173 | (3) |
|
|
|
174 | (1) |
|
|
|
175 | (1) |
|
|
|
175 | (1) |
|
Reading Strategies for Comprehending |
|
|
176 | (5) |
|
Essential Strategies to Teach |
|
|
176 | (1) |
|
Previewing and Making Predictions |
|
|
176 | (1) |
|
Tuning in to Prior Knowledge |
|
|
176 | (1) |
|
|
|
177 | (1) |
|
|
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177 | (1) |
|
|
|
177 | (1) |
|
|
|
177 | (1) |
|
|
|
178 | (1) |
|
Asking and Answering Questions |
|
|
178 | (1) |
|
Teaching the Use of Comprehension Strategies |
|
|
178 | (3) |
|
Instructional Activities for Teaching Comprehension |
|
|
181 | (1) |
|
Directed Listening-Thinking Activity and Directed Reading-Thinking Activity |
|
|
182 | (1) |
|
|
|
182 | (1) |
|
A Guided Reading Activity (see
Chapter 11) |
|
|
182 | (1) |
|
|
|
182 | (1) |
|
|
|
182 | (1) |
|
|
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182 | (1) |
|
Structured Listening Activity (Sla) |
|
|
183 | (1) |
|
|
|
183 | (1) |
|
|
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183 | (1) |
|
|
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183 | (1) |
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184 | (1) |
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184 | (1) |
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184 | (1) |
|
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184 | (1) |
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185 | (1) |
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185 | (1) |
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185 | (1) |
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185 | (1) |
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185 | (1) |
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185 | (1) |
|
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185 | (1) |
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186 | (1) |
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186 | (1) |
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186 | (1) |
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186 | (1) |
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186 | (1) |
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186 | (1) |
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187 | (1) |
|
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187 | (1) |
|
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|
187 | (1) |
|
|
|
187 | (2) |
|
Experience--Text Relationship |
|
|
188 | (1) |
|
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|
188 | (1) |
|
|
|
189 | (1) |
|
|
|
189 | (1) |
|
|
|
189 | (1) |
|
Question--Answer Relationships |
|
|
189 | (1) |
|
|
|
189 | (1) |
|
|
|
190 | (1) |
|
|
|
190 | (1) |
|
|
|
190 | (1) |
|
Components of a Successful Comprehension Program |
|
|
191 | (8) |
|
Devote a Large Block of Time for Actual Text Reading |
|
|
191 | (1) |
|
Engage in Close Reading of Text |
|
|
192 | (2) |
|
Provide Opportunities for Reading in a Social Setting |
|
|
194 | (1) |
|
Give Students Access to Plenty of Children's Literature |
|
|
195 | (1) |
|
Provide Students With Access to High-Quality Multicultural Literature |
|
|
195 | (1) |
|
Provide Opportunities for Personal Response to Text |
|
|
196 | (1) |
|
Consider the Language and Culture of All Learners |
|
|
196 | (3) |
|
Improving Comprehension for English Learners |
|
|
199 | (1) |
|
Reading Comprehension and Students With Special Needs |
|
|
200 | (1) |
|
|
|
201 | (1) |
|
Questions for Journal Writing and Discussion |
|
|
202 | (1) |
|
Suggestions for Projects and Field Activities |
|
|
202 | (2) |
|
9 Writing-Reading Connections: Reciprocal Paths to Literacy |
|
|
204 | (32) |
|
|
|
204 | (1) |
|
|
|
205 | (1) |
|
Writing Goals for Early Readers |
|
|
206 | (1) |
|
|
|
206 | (1) |
|
|
|
207 | (3) |
|
|
|
207 | (1) |
|
|
|
208 | (2) |
|
|
|
210 | (8) |
|
Prewriting (Exploring the Topic) |
|
|
210 | (1) |
|
Drafting (Getting Ideas Down) |
|
|
211 | (2) |
|
Sharing (Pre-revising, Getting Feedback) |
|
|
213 | (1) |
|
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213 | (1) |
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214 | (1) |
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Editing (Making Corrections) |
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215 | (1) |
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Publishing (Polishing for Presentation) |
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216 | (2) |
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218 | (8) |
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218 | (1) |
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219 | (3) |
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Prompts for Opinion Pieces |
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222 | (1) |
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222 | (1) |
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222 | (1) |
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223 | (1) |
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Reading Response Journals |
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223 | (1) |
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224 | (1) |
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225 | (1) |
|
The Language Experience Approach |
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226 | (5) |
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226 | (1) |
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Provide a Stimulus for Discussion and Writing |
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227 | (1) |
|
Conduct an Oral Discussion About the Stimulus |
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228 | (1) |
|
Brainstorm About the Stimulus |
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228 | (1) |
|
Help Students Compose the Passage |
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228 | (1) |
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229 | (1) |
|
Recruit Students to Read Individual Sentences |
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229 | (1) |
|
Have Students Name the Passage |
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229 | (1) |
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229 | (1) |
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230 | (1) |
|
Variations on the Basic LEA (Salinger, 1993) |
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230 | (1) |
|
Online Experiences for Literacy and Learning |
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231 | (1) |
|
Read-Along Stories and Songs |
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231 | (1) |
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232 | (1) |
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232 | (1) |
|
Writing and Students Who Are English Learners |
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232 | (1) |
|
Writing for Students With Special Needs |
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233 | (1) |
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234 | (1) |
|
Questions for Journal Writing and Discussion |
|
|
234 | (1) |
|
Suggestions for Projects and Field Activities |
|
|
235 | (1) |
|
10 Informational Text in the Classroom: Reading and Writing to Learn |
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236 | (25) |
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236 | (1) |
|
Why Informational Text Is Important |
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|
237 | (2) |
|
Why Informational Text Is Challenging |
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239 | (1) |
|
Principles of Using Informational Text |
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239 | (6) |
|
Use Text Features for Previewing |
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239 | (1) |
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240 | (1) |
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240 | (1) |
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240 | (1) |
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240 | (1) |
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241 | (1) |
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241 | (1) |
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241 | (1) |
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|
241 | (1) |
|
Preview and Review Questions |
|
|
241 | (1) |
|
Establish an Authentic Context and Purpose for Reading |
|
|
242 | (2) |
|
Use in Conjunction With Other Forms of Text |
|
|
244 | (1) |
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244 | (1) |
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|
244 | (1) |
|
Teaching Young Students to Read Informational Text |
|
|
245 | (6) |
|
|
|
245 | (1) |
|
Background Research on Different Topics |
|
|
245 | (2) |
|
Explicit Instruction of Organizational Patterns |
|
|
247 | (1) |
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|
247 | (1) |
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|
247 | (1) |
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247 | (1) |
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|
|
248 | (1) |
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|
|
248 | (1) |
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|
|
248 | (1) |
|
Other Instructional Strategies for Informational Text |
|
|
249 | (1) |
|
|
|
250 | (1) |
|
Writing Informational Text |
|
|
251 | (5) |
|
Structuring Informational Writing |
|
|
252 | (1) |
|
Instructional Strategies for Writing Informational Text |
|
|
252 | (1) |
|
|
|
252 | (1) |
|
Strategies for Choosing a Topic |
|
|
253 | (1) |
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|
253 | (1) |
|
Treasure Hunts for ESL Students |
|
|
253 | (3) |
|
|
|
256 | (1) |
|
Strategies for English Learners and Reading and Writing Informational Text |
|
|
256 | (1) |
|
Informational Text and Students With Special Needs |
|
|
257 | (1) |
|
|
|
258 | (1) |
|
Questions for Journal Writing and Discussion |
|
|
259 | (1) |
|
Suggestions for Projects and Field Activities |
|
|
259 | (2) |
|
11 Large- and Small-Group Reading Strategies: Creating a Literate Community |
|
|
261 | (29) |
|
|
|
261 | (1) |
|
|
|
262 | (1) |
|
|
|
262 | (9) |
|
Purposes for Shared Reading |
|
|
263 | (1) |
|
Developing Print Concepts |
|
|
264 | (1) |
|
Reinforcing Decoding Skills |
|
|
264 | (1) |
|
|
|
265 | (1) |
|
|
|
265 | (1) |
|
Improving Comprehension Skills |
|
|
265 | (1) |
|
|
|
265 | (1) |
|
Procedures for Shared Reading |
|
|
266 | (5) |
|
|
|
271 | (7) |
|
Purposes for Guided Reading |
|
|
271 | (1) |
|
The Role of Questioning in Guided Reading |
|
|
272 | (1) |
|
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|
272 | (1) |
|
|
|
272 | (1) |
|
|
|
273 | (1) |
|
|
|
273 | (1) |
|
Procedures for Guided Reading |
|
|
274 | (1) |
|
|
|
275 | (1) |
|
|
|
275 | (1) |
|
|
|
276 | (1) |
|
Grand Conversation and/or Explicit Phonics Instruction |
|
|
276 | (1) |
|
|
|
277 | (1) |
|
Classroom Management During Guided Reading |
|
|
277 | (1) |
|
|
|
277 | (1) |
|
|
|
277 | (1) |
|
|
|
278 | (1) |
|
|
|
278 | (3) |
|
|
|
279 | (1) |
|
|
|
279 | (1) |
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|
279 | (1) |
|
|
|
280 | (1) |
|
|
|
281 | (1) |
|
|
|
281 | (1) |
|
Other Practices for Group Reading |
|
|
281 | (4) |
|
|
|
281 | (1) |
|
|
|
282 | (1) |
|
Integrate Music With Literature |
|
|
283 | (1) |
|
|
|
284 | (1) |
|
|
|
284 | (1) |
|
|
|
284 | (1) |
|
|
|
284 | (1) |
|
Small-Group Reading and English Learners |
|
|
285 | (1) |
|
Large- and Small-Group Reading and Students With Special Needs |
|
|
285 | (1) |
|
Making Text Accessible for All Learners |
|
|
286 | (2) |
|
|
|
287 | (1) |
|
|
|
287 | (1) |
|
|
|
287 | (1) |
|
|
|
287 | (1) |
|
Delaying Independent Reading |
|
|
287 | (1) |
|
Encouraging a Variety of Responses |
|
|
288 | (1) |
|
|
|
288 | (1) |
|
Questions for Journal Writing and Discussion |
|
|
288 | (1) |
|
Suggestions for Projects and Field Activities |
|
|
289 | (1) |
|
12 Literacy and Technology in a Balanced Classroom: Exploring Today's Resources |
|
|
290 | (26) |
|
|
|
290 | (1) |
|
|
|
291 | (2) |
|
|
|
293 | (4) |
|
|
|
293 | (1) |
|
|
|
294 | (1) |
|
Information About Drawing and Graphics Software |
|
|
294 | (1) |
|
Creating Multimedia Projects |
|
|
294 | (3) |
|
Technology Applications for Literacy Learning |
|
|
297 | (15) |
|
|
|
297 | (1) |
|
Brainstorming and Organizing Software |
|
|
298 | (1) |
|
|
|
298 | (1) |
|
Creating Multimodal/Hypermedia Projects |
|
|
299 | (2) |
|
|
|
301 | (1) |
|
Online Reading and Researching |
|
|
302 | (1) |
|
|
|
302 | (1) |
|
Teaching Website Navigation |
|
|
303 | (1) |
|
Finding Information Online |
|
|
304 | (3) |
|
Communicating and Collaborating in Online Communities |
|
|
307 | (1) |
|
|
|
307 | (1) |
|
|
|
308 | (1) |
|
|
|
308 | (1) |
|
Interactive Reading: E-Books |
|
|
309 | (1) |
|
Technology in Reading and Writing Workshops |
|
|
310 | (1) |
|
|
|
310 | (1) |
|
Choosing Technology Applications |
|
|
311 | (1) |
|
Reviews of Educational Software |
|
|
311 | (1) |
|
Technology and English Learners |
|
|
312 | (1) |
|
Technology Tips for English Learners |
|
|
312 | (1) |
|
Technology and Students With Special Needs |
|
|
313 | (1) |
|
|
|
313 | (1) |
|
Teacher Professional Development |
|
|
313 | (1) |
|
|
|
313 | (1) |
|
|
|
313 | (1) |
|
|
|
314 | (1) |
|
Questions for Journal Writing and Discussion |
|
|
314 | (1) |
|
Suggestions for Projects and Field Activities |
|
|
315 | (1) |
|
13 Assessment of Early Literacy Development: Informing Instruction |
|
|
316 | (38) |
|
|
|
316 | (1) |
|
|
|
317 | (1) |
|
|
|
317 | (1) |
|
|
|
318 | (2) |
|
The Core of Assessment Is Daily Observation |
|
|
318 | (1) |
|
Students Are Actively Engaged in the Assessment Process |
|
|
319 | (1) |
|
Assessment Takes Many Different Forms |
|
|
319 | (1) |
|
Assessment Avoids Cultural Bias |
|
|
319 | (1) |
|
|
|
320 | (3) |
|
|
|
322 | (1) |
|
Curriculum-Based Assessment |
|
|
323 | (1) |
|
Process-Oriented Assessment |
|
|
323 | (1) |
|
Formal Assessment Procedures |
|
|
323 | (5) |
|
|
|
325 | (1) |
|
|
|
325 | (2) |
|
Criterion-Referenced Tests |
|
|
327 | (1) |
|
|
|
327 | (1) |
|
Informal Assessment Procedures |
|
|
328 | (6) |
|
Informal Reading Inventory |
|
|
328 | (2) |
|
|
|
330 | (1) |
|
|
|
331 | (1) |
|
|
|
331 | (2) |
|
|
|
333 | (1) |
|
Interest and Attitude Inventories |
|
|
333 | (1) |
|
|
|
334 | (1) |
|
Assessing Specific Components of Literacy |
|
|
334 | (7) |
|
Assessing Phonemic Awareness |
|
|
334 | (1) |
|
|
|
335 | (1) |
|
|
|
336 | (2) |
|
Assessing Vocabulary and Writing |
|
|
338 | (1) |
|
|
|
338 | (1) |
|
Observation/Anecdotal Notes |
|
|
339 | (1) |
|
|
|
340 | (1) |
|
|
|
340 | (1) |
|
|
|
340 | (1) |
|
Common Core State Standards (CCSS) |
|
|
340 | (1) |
|
|
|
341 | (1) |
|
Response to Intervention: Blending Assessment and Intervention |
|
|
341 | (1) |
|
Compiling and Summarizing Assessment Information |
|
|
342 | (5) |
|
|
|
346 | (1) |
|
|
|
347 | (1) |
|
Using Assessment to Inform Instruction |
|
|
347 | (5) |
|
|
|
352 | (1) |
|
Questions for Journal Writing and Discussion |
|
|
352 | (1) |
|
Suggestions for Projects and Field Activities |
|
|
353 | (1) |
|
14 Home as Partner: The Shared Connection |
|
|
354 | (21) |
|
|
|
354 | (1) |
|
|
|
355 | (1) |
|
Research on Home Literacy |
|
|
356 | (1) |
|
Understanding Differences in Home Practices |
|
|
357 | (2) |
|
Helping Parents Who Cannot Read |
|
|
359 | (2) |
|
American Library Association |
|
|
359 | (1) |
|
Introduce Them to Dialogic Reading |
|
|
359 | (1) |
|
Create Make-Believe-Alouds |
|
|
360 | (1) |
|
Build on What the Parent Can Do: Talk |
|
|
360 | (1) |
|
Communicating With Parents |
|
|
361 | (6) |
|
|
|
361 | (1) |
|
Scheduling the Conference |
|
|
362 | (1) |
|
Conducting the Conference |
|
|
362 | (1) |
|
What Parents Should Know About Reading in the Early Grades |
|
|
363 | (1) |
|
|
|
363 | (2) |
|
Other Communication With Parents |
|
|
365 | (1) |
|
|
|
365 | (1) |
|
|
|
365 | (1) |
|
|
|
366 | (1) |
|
|
|
366 | (1) |
|
Reading Aloud to and With Children |
|
|
367 | (1) |
|
|
|
367 | (1) |
|
Other Suggestions for Parents |
|
|
367 | (1) |
|
|
|
368 | (3) |
|
Family and Community Literacy Engagement |
|
|
368 | (3) |
|
|
|
371 | (1) |
|
Family and Community Literacy Engagement |
|
|
371 | (1) |
|
|
|
371 | (2) |
|
|
|
371 | (1) |
|
|
|
372 | (1) |
|
|
|
372 | (1) |
|
|
|
372 | (1) |
|
|
|
373 | (1) |
|
Questions for Journal Writing and Discussion |
|
|
373 | (1) |
|
Suggestions for Projects and Field Activities |
|
|
373 | (2) |
|
15 The Early Literacy Classroom: Orchestrating a Comprehensive Program |
|
|
375 | (18) |
|
|
|
375 | (1) |
|
|
|
376 | (1) |
|
A Classroom Climate Conducive to Literacy |
|
|
377 | (3) |
|
|
|
378 | (1) |
|
|
|
378 | (1) |
|
|
|
379 | (1) |
|
|
|
379 | (1) |
|
|
|
379 | (1) |
|
Instructional Modifications and Differentiation |
|
|
380 | (1) |
|
Organizing the Classroom Environment |
|
|
380 | (2) |
|
|
|
381 | (1) |
|
|
|
381 | (1) |
|
Devising an Instructional Plan |
|
|
382 | (7) |
|
|
|
389 | (1) |
|
Questions for Journal Writing and Discussion |
|
|
390 | (1) |
|
Suggestions for Projects and Field Activities |
|
|
390 | (3) |
|
|
|
393 | (61) |
|
Appendix A Children's Literature Resources |
|
|
394 | (7) |
|
Books for Developing Phonemic Awareness |
|
|
394 | (1) |
|
|
|
395 | (1) |
|
|
|
395 | (1) |
|
|
|
396 | (1) |
|
|
|
396 | (1) |
|
|
|
397 | (1) |
|
Books for Increasing Reading Comprehension |
|
|
398 | (1) |
|
Books for Developing Concepts and Vocabulary |
|
|
399 | (1) |
|
|
|
399 | (1) |
|
|
|
400 | (1) |
|
Appendix B Recommended Books for Teachers |
|
|
401 | (3) |
|
Appendix C Websites for Early Literacy |
|
|
404 | (8) |
|
Appendix D Commercial Assessment Instruments |
|
|
412 | (2) |
|
Criterion-Referenced Reading Tests |
|
|
412 | (1) |
|
|
|
412 | (1) |
|
Formal Tests for Emergent Readers |
|
|
413 | (1) |
|
Informal Reading Inventories |
|
|
413 | (1) |
|
|
|
413 | (1) |
|
Appendix E Informal Checklists and Assessment Devices |
|
|
414 | (30) |
|
How the Tools in This Appendix Are Organized |
|
|
414 | (1) |
|
|
|
415 | (1) |
|
Concepts About Print Assessment |
|
|
415 | (1) |
|
|
|
416 | (1) |
|
An Early Reader's View of the Reading Process |
|
|
417 | (1) |
|
Response to Literature Checklist |
|
|
418 | (1) |
|
Primary Reading Attitude Survey |
|
|
418 | (2) |
|
Primary Reading Attitude Survey Scoring Sheet |
|
|
420 | (1) |
|
Quick Phonemic Awareness Assessment Device |
|
|
421 | (1) |
|
Assessments for Phonological Awareness |
|
|
422 | (3) |
|
Knowledge of Sounds and Letters Checklist |
|
|
425 | (1) |
|
|
|
426 | (3) |
|
Peer Editor's Feedback for Writing |
|
|
429 | (1) |
|
Praise, Question, and Polish (PQP) Form |
|
|
430 | (1) |
|
Beginning Writer's Checklist |
|
|
431 | (1) |
|
6 + 1 Trait® Rubric: 5-Point Beginning Writer's Rubric |
|
|
432 | (4) |
|
Fluency Questions for Student Self-Assessment |
|
|
436 | (1) |
|
Developmental Spelling Test (The "Monster's Test") |
|
|
437 | (1) |
|
Beginning Speller Checklist |
|
|
437 | (1) |
|
|
|
438 | (1) |
|
Website Credibility, Accuracy, Reasonableness, and Support (CARS) Checklist |
|
|
439 | (1) |
|
Evaluating Technology Applications |
|
|
440 | (1) |
|
|
|
441 | (1) |
|
Vocabulary Growth Group Profile |
|
|
442 | (1) |
|
|
|
443 | (1) |
|
Appendix F Rimes and Common Words Containing Them |
|
|
444 | (2) |
|
Appendix G Fry's List of "Instant Words" |
|
|
446 | (3) |
|
First 100 Words (Approx. 1st Grade) |
|
|
446 | (1) |
|
Second 100 Words (Approx. 2nd Grade) |
|
|
447 | (1) |
|
Third 100 Words (Approx. 3rd Grade) |
|
|
448 | (1) |
|
Appendix H Phonics Terms and Orthography Chart |
|
|
449 | (5) |
|
|
|
449 | (5) |
| Glossary |
|
454 | (14) |
| References |
|
468 | (39) |
| Index |
|
507 | |
