Published by Pearson (January 7, 2016) © 2017
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Invigorate learning with the Enhanced Pearson eTextThe Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:
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Key Content changes include:
Brief Table of Contents
Part I Perspective
Chapter 1 Perspectives on Reading Instruction
Chapter 2 A Model of Reading Instruction
Chapter 3 Classroom Reading Instruction
Chapter 4 Delivery of Instruction
Part II Beginning Reading
Chapter 5 An Overview of Beginning Reading
Chapter 6 Phonemic Awareness and Alphabetic Understanding
Chapter 7 Letter—Sound Correspondence
Chapter 8 Sounding Out Regular Words
Chapter 9 Sight Reading
Chapter 10 Irregular Words
Chapter 11 Vocabulary Instruction during the Beginning Reading Stage
Chapter 12 Comprehension Instruction during the Beginning Reading Stage
Part III Reading Instruction During The Primary And Intermediate Grades
Chapter 13 Phonic Analysis
Chapter 14 Structural Analysis
Chapter 15 Irregular Words: Primary and Intermediate Grades
Chapter 16 Fluency Instruction and Passage Reading
Chapter 17 Vocabulary Instruction after the Beginning Stage*
Part IV Overview Of Comprehension Instruction
Chapter 18 Comprehension Skills and Procedures
Chapter 19 Narrative-Comprehension Strategies
Chapter 20 Critical Reading
Part V Content-Area Reading
Chapter 21 Direct Instruction in Content-Area Reading
Chapter 22 Response to Intervention: School-Wide Organization of
Reading Instruction
Detailed Table of Contents
Part I Perspective 1
Chapter 1 Perspectives on Reading Instruction 2
Perspectives on Improving Student Reading Performance 3
Illustrations of The Four Orientations 5
A More In-Depth Look at Direct Instruction 7
Chapter 2 A Model of Reading Instruction 10
National Reading Panel Findings 11
Common Core State Standards 13
Stages Of Reading Instruction 14
English Language Learners 16
Chapter 3 Classroom Reading Instruction 17
Instructional Materials 17
Modifying Core Reading Programs For At-Risk Learners 20
Assessment 20
Organization Of Instruction 23
Chapter 4 Delivery of Instruction 26
Program Design 26
Presentation Techniques 30
Part II Beginning Reading 37
Chapter 5 An Overview of Beginning Reading 38
Key Terminology 38
The Great Debate: Code-Emphasis Vs. Meaning-Emphasis
Programs 40
Providing Explicit And Systematic Instruction During The Beginning
Reading Stage 44
Research On Beginning Reading Instruction 46
Chapter 6 Phonemic Awareness and Alphabetic Understanding 49
Phonological And Phonemic Awareness 49
Preskills For Sounding Out Words 51
Commercial Programs 58
Chapter 7 Letter—Sound Correspondence 61
Sequence For Introducing Letter—Sound Correspondences 61
Rate For Introducing Letter—Sound Correspondences 63
Procedure for Teaching Letter—Sound Correspondences 63
Critical Teacher Presentation Behaviors 65
Using Commercial Materials 70
Chapter 8 Sounding Out Regular Words 73
Regular Words 73
Scope And Sequence 74
Teaching Procedures 75
Passage Reading During The Beginning Reading Stage 82
Commercial Reading Programs 86
Chapter 9 Sight Reading 88
Sight Reading In Word Lists 89
Passage Reading 91
Commercial Programs 97
Chapter 10 Irregular Words 99
When To Introduce Irregular Words 100
Sequence For Introducing Irregular Words 100
Teaching Procedure 101
Modified Introductory Format 102
Facilitating Retention 102
Commercial Programs 103
Chapter 11 Vocabulary Instruction during the Beginning Reading Stage 106
Teaching Procedure 107
Teacher Read-Alouds 112
Commercial Programs 112
Chapter 12 Comprehension Instruction during the Beginning Reading Stage 115
Foundational Language 116
Sentence Comprehension 116
Story Comprehension: Teacher Read-Alouds 121
Text-Related Comprehension 122
Part III Reading Instruction During The Primary And Intermediate Grades 127
Chapter 13 Phonic Analysis 128
Words With Letter Combinations 129
Words With A Vce Pattern 135
Chapter 14 Structural Analysis 139
Words With Common Affixes 139
Vce Derivatives 143
Y Derivatives 146
Multisyllabic Words Formed With Prefixes And Suffixes 147
Chapter 15 Irregular Words: Primary and Intermediate Grades 151
Systematic Introduction Of Irregular Words 152
Context As A Cue 155
Chapter 16 Fluency Instruction and Passage Reading 160
Teaching Procedure For Story Reading 161
Fluency 168
Reading Outside School 173
Chapter 17 Vocabulary Instruction after the Beginning Stage* 175
Direct Vocabulary Teaching 176
Teaching Word-Learning Strategies 182
Relation Of Vocabulary Instruction To Improving Comprehension 187
Research 188
Part IV Overview Of Comprehension Instruction 191
Factors That Affect Reading Comprehension 192
Improving Comprehension 192
Strategies 194
Chapters On Comprehension After The Beginning Stage 195
Chapter 18 Comprehension Skills and Procedures 196
Inferential Comprehension 196
Summarization 202
Sentence Structure 205
Text-Reading Procedures 207
Chapter 19 Narrative-Comprehension Strategies 213
Story Selection 214
Teaching Procedure 215
Advanced Story-Reading Comprehension Strategy 217
Chapter 20 Critical Reading 223
Steps In Critical Reading 223
Teaching Procedure 225
An Overall Critical-Reading Strategy 231
Part V Content-Area Reading 233
Chapter 21 Direct Instruction in Content-Area Reading1 234
Characteristics Of Expository Materials 235
Content-Area Lessons 240
Chapter 22 Response to Intervention: School-Wide Organization of
Reading Instruction 276
Assessment For Universal Screening, Progress Monitoring, And Placement 278
Tier 1 Supports 282
Tier 2 Supports 283
Tier 3 Supports 284
Appendix A: Word Lists 287
Appendix B: List of 400 Common Words 300
Appendix C: Outline of Lessons for Beginning Phonics Program 302
Appendix D: Basic Vocabulary for Beginning Readers and Suggestions for Assessing Student Knowledge 305
Appendix E: Oral Language Screening Test and Record Form 308
Appendix F: Beginning Phonics Assessment 310
Douglas W. Carnine is a Professor Emeritus of Education at the University of Oregon. Dr. Carnine directed or co-directed over 20 federally funded grants, totaling over $15,000,000. Dr. Carnine has over 100 scholarly publications: over 60 research articles in refereed journals, 40 essays, over 20 chapters in books, and seven books (two on university-level computer science, Teaching Higher Order Thinking, Theory of Instruction, Instructional Strategies for Diverse Learners, Direct Instruction Reading, and Direct Instruction Math). He has presented at over a 100 conferences in the United States, Canada, South America, Europe, the former USSR, Africa, Australia, and New Zealand.
Jerry Silbert has worked with Direct instruction for over 40 years. His initial training in Direct instruction occurred in the early 1970s as he participated in the master's program in special education program directed by Siegfried Engelmann, the original developer of Direct Instruction at the University of Oregon. Jerry then spent 12 years as a classroom teacher, working in a high-poverty elementary school. During this time, he field tested a wide variety of Direct Instruction programs designed for intermediate grade students who were several years below grade level. Silbert began his work on authoring textbooks and instructional programs while he was teaching. In 1979, he co-authored Direct Instruction Reading, Direct Instruction Math, and several language arts instructional programs.
From 2005-2007, Dr. Kame'enui served as the first Commissioner of the National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES), the research, evaluation and statistical arm of the U. S. Department of Education. He has spoken at the White House, participated in presentations with then First Lady, Mrs. Laura Bush, in Portland, Oregon and Paris, France. He has directed several national federal research initiatives on reading, and served on the original advisory boards for the PBS television shows "Between the Lions" and WETA's "Reading Rockets." Dr. Kame'enui has co-authored 20 college textbooks (including 4th editions of two books) on teaching reading, curriculum design, vocabulary instruction, higher order thinking, and classroom management. He has more than 150 publications including 100 refereed research articles and 50 book chapters. In 2006, Dr. Kame'enui was awarded the Distinguished Special Education Researcher Award from the American Educational Research Association (AERA).
Timothy Slocum has been involved with Direct Instruction for over 25 years as a special education teacher, instructional designer, researcher, and teacher trainer. He was the founding co-editor of the Journal of Direct Instruction and is co-author of the textbook Introduction to Direct Instruction. Since receiving his Ph.D. in special education from the University of Washington in 1992, he has been on faculty in the Department of Special Education and Rehabilitation at Utah State University. He has taught courses at the undergraduate, master's, and doctoral levels on topics including evidence-based reading instruction, assessment of disabilities, research methods and statistics, cultural/linguistic diversity and disability, advanced topics in behavior analysis, and language. Dr. Slocum received the 2011 Fred S. Keller Behavioral Education award from Division 25 of the American Psychological Association and the 2014 Ernie Wing Award for Excellence in Evidence-Based Education from the Wing Institute.
Patricia Travers is a research assistant in the Center on Teaching and Learning (CTL) at the University of Oregon. She works on the development and implementation of reading curriculum to improve students' reading achievement. Along with her colleagues at CTL, she studied the effects of enhanced Tier 1 and Tier 2 reading instruction and worked directly with elementary schools to provide professional development and in-classroom coaching support. In addition, Patricia worked for 7 years as both the Project Coordinator and a Reading Coach on the state and national Reading First Initiatives. She taught at Idaho State University and served as a RtI/special education consultant for the Idaho State Department of Education. She also was a special education teacher for 12 years in both New Hampshire and Massachusetts.
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