Diagnostic Teaching of Reading: Techniques for Instruction and Assessment, 7th edition
Published by Pearson (May 5, 2011) © 2012
- Barbara J. Walker
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·        Includes more than 65 instructional techniques that meet the diverse learning needs of students, explained in easy, step-by-step procedures and complete with important diagnostic information for each technique.
·        Emphasizes encouraging teachers to continually reflect on their instructional practices and tailor their instruction to the strengths and needs of the diverse children they teach.
·        Provides a tool for teachers to understand the various instructional frameworks underlying diagnostic teaching techniques.
·        Divided into two parts: Part One outlines the principles of assessment and instruction; Part Two presents the instructional techniques.
·        NEW! A new chapter on Literacy Development (Ch. 2) includes a more in depth explanation of literacy development from preschool through high school.
·        NEW! A new chapter on Effective Teachers (Ch.3) outlines ten characteristics of teaching based on effective reading teacher research.
·        NEW! A new section on Culturally Diverse Learners and English Language Learners (Ch. 1 and Part Two) includes reasons for reading difficulty and gives teachers ideas for advancing all students’ learning.
·        NEW! A new chapter focused on Response to Intervention, English Language Learners, and Teacher Development (Ch.9) reviews new ways teachers can respond effectively to struggling literacy learners.
·        NEW! A revised chapter on Literacy Event (Ch. 6) focuses on a case study related to each aspect of the literacy event presented.
·        NEW! A revised chapter on assessment techniques (Ch. 10) puts descriptions of assessment techniques in one chapter, listed in alphabetical order so that readers can easily locate each assessment procedure.
·        Writing has been infused throughout, demonstrating the importance of writing to reading development.
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 ProcessÂ
           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
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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 58Â
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
SummaryÂ
5         Gathering Diagnostic Data 94
Informal Reading Inventory 94
Establishing the Level of Student Performance Â
Analyzing the Results from the Informal Reading InventoryÂ
Informal Writing Assessment
Further AssessmentsÂ
Stages of Reading Development 81
Emergent Literacy Stage
Early Developing Literacy Stage
Developing Literacy Stage
Strategic Literacy Stage
Complex Literacy Stage
SummaryÂ
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
SummaryÂ
Formulating Hypotheses for JennyÂ
Reviewing the StepsÂ
711     Selecting Techniques 172
Classifying Techniques for Supporting Reading and WritingÂ
Classifying Techniques by Instructional FrameworkÂ
Classifying Techniques by Type of TextÂ
Classifying Techniques by Mode of Response
Classifying Techniques for Strategy and Skill Instruction
Classifying Techniques by Reasoning StrategiesÂ
Classifying Techniques by Reading SkillsÂ
Classifying Techniques for Increased SpecificityÂ
Classifying Techniques by Sources of Information
Classifying Techniques by Type of StructureÂ
SummaryÂ
Putting the Parts Together for JennyÂ
Reviewing Technique SelectionÂ
8         Selecting Materials 223
Basic Types of MaterialsÂ
Basal Readers and Core Reading Programs
Chapter Books
E-Books
Focused Lessons BooksÂ
High-Interest, Low-Readability BooksÂ
Internet MaterialsÂ
Leveled Books
MediaÂ
Picture Trade BooksÂ
Poetry Anthologies
Predictable BooksÂ
Series BooksÂ
Software ProgramsÂ
TextbooksÂ
Selecting Material for a Particular ReaderÂ
Matching the Text to the ReaderÂ
Evaluating the TextÂ
More to Consider When Selecting MaterialÂ
InterestÂ
ChoiceÂ
Background Knowledge of the ReaderÂ
Length of the BookÂ
SummaryÂ
9  Initiatives and Teacher Development  246
Response to Intervention
Sheltered Instruction Observation Protocol for English Language Learners
Shared Expertise in ReadingÂ
Reflecting
Developing CollaborationÂ
The Learning CommunityÂ
Forms of Studying Reading Instruction
Study Groups
Teacher Research Groups
Criteria for a Teacher Development Context 167
Â
10       Using Multiple Assessments 261
Authentic Assessments
Criterion-Referenced Tests
Formal Assessments
Informal Assessments
Motivation Assessment
Performance AssessmentÂ
Process-Oriented Assessments Â
RubricsÂ
Student Self-Assessment
The Assessments 266
Anecdotal recordsÂ
Assessment LettersÂ
Assessment Talks
Attitude Toward Reading
Cloze Test
Concepts about Print Interview
Diagnostic Teaching AssessmentÂ
Developmental Reading Assessment 2
Informal Reading InventoryÂ
Interest Inventories
Letter Name Knowledge
The Metacognitive Awareness of Reading Strategies Inventory
Miscue Analysis
Motivation to Read ProfileÂ
Multi-Dimensional Fluency Scale
Norm-Referenced Tests
Observations
Phonemic Segmentation
Phonological Awareness                                                                                                                          Â
Portfolios
Retelling Rubric
Running Records Â
Self-Perceptions as a Reader and Writer
Spelling Assessment
Strategy Self-Assessments
Student-Led ConferencesÂ
Summarization Rubric
Think-Aloud AnalysisÂ
Word Identification Assessment
Writing Rubric
Evaluating Student Performance Using Multiple Assessments 145
SummaryÂ
Â
PART TWO The Instructional Techniques     317
The Information for Each TechniqueÂ
Ways to Use These TechniquesÂ
Techniques (listed alphabetically)
 1.       Alternate WritingÂ
 2.       Analytic PhonicsÂ
 3.       ChunkingÂ
 4.       Cloze InstructionÂ
 5.       Collaborative ReadingÂ
 6.       Concept MappingÂ
 7.       Concept-Oriented Reading InstructionÂ
 8.       Contextual Processing
 9.       Decoding by AnalogyÂ
10.     Digital Talking Books
11.      Direct Experience ApproachÂ
12.      Directed Reading ActivityÂ
13.      Directed Reading-Thinking ActivityÂ
14.      Experience—Text—Relationship
15.      Explicit TeachingÂ
16.      Feature Analysis Grid
17.      Framed Rhyming InnovationsÂ
18.      Generative-Reciprocal Inference Procedure
19.      Graphic OrganizersÂ
20.      Group Investigation ApproachÂ
21.      Guided ReadingÂ
22.      Imagery InstructionÂ
23.      Implicit Teaching
24.      Impress Method
25.      Interactive WritingÂ
26.      Internet InquiryÂ
27.      Journal WritingÂ
28.      K-W-LÂ
29.      Language Experience ApproachÂ
30.      Listening-Thinking ActivityÂ
31.      Literature DiscussionsÂ
32.      Making WordsÂ
33.      Making and Writing WordsÂ
34.      MetaphorsÂ
35.      Multisensory ApproachesÂ
36.      Paired ReadingÂ
37.      Phonogram ApproachÂ
38.      Prediction Strategy InstructionÂ
39.      Process WritingÂ
40.      Question-and-Answer RelationshipsÂ
41.      Question-Generation StrategyÂ
42.      Questioning the AuthorÂ
43.      Readers TheaterÂ
44.      Reciprocal TeachingÂ
45.      Repeated ReadingsÂ
46.      ReQuestÂ
47.      Retelling 308
48.      Retrospective Miscue AnalysisÂ
49.      Say SomethingÂ
50.      Semantic MappingÂ
51.      Sentence CombiningÂ
52.      Shared Reading ApproachÂ
53.      Sight-Word Approach
54.      Sound BoxesÂ
55.      SQ3RÂ
56.      Story DramaÂ
57.      Story MappingÂ
58.      Story Writing ApproachÂ
59.      Strategy InstructionÂ
60.      Summary Experience ApproachÂ
61.      SummarizationÂ
62.      Synthetic PhonicsÂ
63.      Thematic-Inquiry ApproachÂ
64.      Think-Aloud ApproachÂ
65.      VisualizationÂ
66.      Vocabulary Self-Collection StrategyÂ
67.      Word SortsÂ
68.      Word WallsÂ
Â
Appendix A
Administering an Informal Reading AssessmentÂ
Â
Appendix B
Predictable Book ListÂ
Â
Appendix C
High Interest Series BooksÂ
Â
Appendix D
Online ResourcesÂ
Â
GlossaryÂ
Â
ReferenceÂ
Â
IndexÂ
Â
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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.
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