当代英语阅读教学论【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

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Chapter 1 Breaking with Tradition in English Reading Instruction1

1.1 What is the challenge for English teacher of reading in the years to come1

1.1.1 The new literacy2

1.1.2 The new teacher3

1.2 What makes decision making difficult5

1.2.1 The complexity of the classroom5

1.2.2 The basal reading textbook7

1.3 Current instructional practices in reading10

1.4 Becoming an instruction decision maker14

Chapter 2 Instructing and Teaching Reading19

2.1 What is the goal of reading instruction19

2.2 What is reading and reading comprehension20

2.2.1 What is reading20

2.2.2 Reading comprehension22

2.2.3 Making sense out of reading23

2.3 Building a reading curriculum29

2.3.1 Sub goals of holistic reading instruction29

2.3.2 The interaction of reading sub goals30

2.4 The importance of knowing how to instruct and teach reading38

Chapter 3　Students Diversity40

3.1 Diversity as a way of life40

3.2 "Voice"as a key to diversity43

3.3 Experiences and student diversity44

Chapter 4 What Approach,or Method Should be Used46

4.1 The distinction between teaching and instruction46

4.2 Properties of instruction47

4.3 Distinctions between direct and indirect instruction50

4.3.1 Direct instruction51

4.3.2 Indirect instruction55

4.3.3 Summary of direct or indirect instruction56

4.3.4 Combing direct and indirect instruction57

4.4 Motivating58

4.4.1 Integration within a single lesson59

4.4.2 Integration across lessons59

4.5 Approach to organizing reading instruction60

4.5.1 Basal text approach60

4.5.2 Language experience approach62

4.5.3 Literature-based approach65

4.5.4 Basing instruction in whole language68

4.6 Instruction decision-making70

Chapter 5 Helping Students Feel Good about Reading74

5.1 What are attitudes and why are they important74

5.2 Developing metacognitive control74

5.3 Instructional emphases in attitude goals75

5.3.1 The literate environment76

5.3.2 Direct teacher guidance76

5.4 Teaching attitude goals at various development levels77

5.4.1 Emergent literacy stage77

5.4.2 Initial mastery stage78

5.4.3 Expanded fundamentals stage80

5.4.4 Application stage82

Chapter 6 Helping Students Comprehend Text:Content Goals84

6.1 The components of content goals84

6.1.1 Role of text structure85

6.1.2 Role of purpose86

6.2 Who is metacognitive control86

6.3 Instructional emphasis in content goals86

6.3.1 The literate environment86

6.3.2 Direct teacher guidance87

6.3.3 Role of teacher's questioning88

6.4 Content goals and writing89

6.5 Teaching content goals at various development levels90

6.5.1 Emergent literacy stage90

6.5.2 Initial mastery stage92

6.5.3 Expanded fundamentals stage95

6.5.4 Application stage97

Chapter 7 Helping Students Use Words:Process Goals99

7.1 The written code99

7.2 Distinguishing between word recognition and vocabulary100

7.3 Components of word recognition101

7.4 Components of vocabulary106

7.4.1 Routine vocabulary skills107

7.4.2 Metacognitive vocabulary strategies107

7.4.3 Developing student metacognitive control108

7.5 Instructional emphasis in word recognition and vocabulary110

7.5.1 The literate environment110

7.5.2 Direct teacher guidance111

7.5.3 Integration of word recognition and vocabulary115

7.5.4 Role of fluency115

7.5.5 Role of the dictionary116

7.5.6 Role of teacher questioning117

7.5.7 Integration with writing118

7.6 Teaching word recognition and vocabulary at different development levels119

7.6.1 Emergent literacy stage119

7.6.2 Initial mastery stage120

7.6.3 Expanded fundamentals stage121

7.6.4 Application stage121

Chapter 8 Helping Students Use Comprehension Strategies:Process Goals124

8.1 Important distinctions about comprehension124

8.1.1 Distinguishing comprehension from word recognition and vocabulary124

8.1.2 Distinguish comprehension from remembering125

8.1.3 Distinguishing comprehension processes and content goals126

8.2 Types of comprehension strategies127

8.2.1 Initiating strategies128

8.2.2 During-reading strategies130

8.2.3 Post-reading strategies132

8.3 Instructional emphases in comprehension processes133

8.3.1 The literate environment134

8.3.2 Direct teacher guidance134

8.3.3 Role of teacher questioning135

8.4 Teaching comprehension at various development levels136

8.4.1 Emergent Literacy Stage136

8.4.2 Initial mastery stage149

8.4.3 Expanded fundamentals stage140

8.4.4 Application stage143

Chapter 9 Helping Students Study:Process Goals147

9.1 Defining study strategies147

9.1.1 Distinguishing study strategies from comprehension148

9.1.2 Distinguishing study strategies from content goals148

9.2 Types of study strategies149

9.2.1 Locational strategies149

9.2.2 Rate strategies150

9.2.3 Remembering strategies151

9.2.4 Organizing strategies152

9.2.5 Studv habits154

9.3 Instructional emphasis in study strategies154

9.3.1 The literate environment155

9.3.2 Direct teacher guidance156

9.3.3 Integration with writing157

9.4 Teaching study strategies at various developmental levels157

9.4.1 Emergent literacy stage158

9.4.2 Initial mastery stage159

9.4.3 Expanded fundamentals stage160

9.4.4 Application stage161

Chapter 10 How to Establish a Literate Environment:the Key to Whole Language Instruction164

10.1 Importance of a conceptual foundation164

10.2 Purpose of a literate environment166

10.3 What a literate environment look like167

10.4 Physical environment——one of literate environments169

10.5 Creating a literate environment176

10.5.1 Decide on the goals you wish to develop176

10.5.2 Decide which components you want in the literacy cycle177

10.5.3 Allocate sufficient time for instruction177

10.5.4 Employ indirect instruction177

10.5.5 Orchestrate the physical,intellectual,and social-emotional environments to create desired conditions177

10.5.6 Match groupings to specific activities and goals179

10.5.7 Monitor activities in terms of desired goals179

Chapter 11 Assessing Students during Classroom Interaction180

11.1 Changes in literacy assessment180

11.2 Conditions that result in individual differences181

11.2.1 Aptitude for verbal learning181

11.2.2 Perseverance183

11.3 Guidelines for classroom literacy assessment185

11.3.1 Students185

11.3.2 The teacher's role186

11.3.3 Assessment practices187

11.4 Assessing through portfolios189

11.5 Organizing portfolios191

11.5.1 Ongoing assessment devices191

11.5.2 Observations193

11.5.3 Conferences195

11.5.4 Collections of performance results197

11.5.5 Periodic portfolio growth conferences198

Chapter 12 Grouping Whole Collaborative and Reading Level202

12.1 Purpose of reading groups202

12.2 Kinds of reading groups202

12.3 Information needed to form reading groups206

12.3.1 Collecting information to form whole groups206

12.3.2 Collecting information to form collaborative groups207

12.3.3 Collecting information to form reading level groups209

12.4 Monitoring student progress in groups212

12.4.1 Collecting data about attitude goals213

12.4.2 Collecting data about process goals214

12.4.3 Collecting information about content goals219

Chapter 13 How to Modify Basal Text Prescriptions221

13.1 Strengths and weaknesses of basal221

13.2 Modifying basal text reading groups224

13.3 Modifying basal text units226

13.4 Modifying basal text lesson229

13.5 Modifying basal text seatwork234

Chapter 14 How to Plan and Teach Lessons and Units236

14.1 Stating objectives236

14.2 Important aspects of unit planning239

14.3 Lesson planning using indirect instruction243

14.4 Lesson planning using direct instruction248

14.4.1 Planning direct instruction for process goals249

14.4.2 Planning direct instruction for content goals253

14.4.3 Analyzing planning decisions255

14.5 Planning for the subtleties of instruction263

14.5.1 Lesson length263

14.5.2 Introducing the lesson264

14.5.3 Showing students how265

14.5.4 Mediating student acquisition267

14.5.5 Practice270

14.5.6 Transfer to real reading271

Chapter 15 How to Manage Reading Instruction273

15.1 Allocating time to read273

15.2 Planning for effective classroom activity flow275

15.2.1 Physical arrangement275

15.2.2 Patterns276

15.3 Managing the academic content of reading283

15.4 Ensuring sustained student engagement285

15.4.1 General teacher's action285

15.4.2 Specific teacher action287

15.5 Steps in creating a management system292

References296