Direct Instruction Reading, Enhanced Pearson eText with Loose-Leaf Version -- Access Card Package

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Novice and expert teachers alike get the detailed guidance they need to be successful teaching any child who struggles with reading in the alphabetic writing system. Unique in its approach of leaving little to chance or guesswork, Direct Instruction Reading details how to teach, what to teach, why it is important to teach it, when to teach it, how long, how often, at what starting point in time, and to what criterion level of performance. For example, teaching format  specify a) example words to teach; b) explicit directions for modeling how to read the words; c) explicit directions for how to guide students in their responses to teaching to teacher prompts; and d) explicit wording for correcting student errors. The book is designed to give both novice teachers with limited or no teaching experience, as well as the expert teacher with extensive teaching experience the detailed guidance they need to be successful teaching any child who struggles with reading in the alphabetic writing system. This new edition features chapter Learning Outcomes; a new chapter on Response to Intervention (RtI); information relating the Common Core State Standards (CCSS) to the Direct Instruction approach; web resources, video links, and other general research reference sources; explicit references and links to the most rigorous research available through the Institute of Education Sciences (IES); and updated research throughout. The Enhanced Pearson eText features embedded video.

 

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0133827089 / 9780133827088 Direct Instruction Reading, Enhanced Pearson eText with Loose Leaf Version -- Access Card Package

Package consists of

• 013424592X / 9780134245928 Direct Instruction Reading, Enhanced Pearson eText -- Access Card
• 0134276108 / 9780134276106 Direct Instruction Reading, Loose-Leaf Version

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.

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