This collection reflects the stance that a truly balanced approach to reading instruction will focus not only on reading but on literacy; integrate language and literacy across disciplines; attend to reading, writing, and other skills and strategies in context; and reflect a coherent integration of as broad a research base as possible. Following a foreword by Diane Stephens, an introduction, an article on reading and literacy, and a note on terms (phonics and whole language), articles in the collection and their authors are, as follows: (1) qToward a Balanced Approach to Readingq (Constance Weaver); (2) qLearning about Literacy: A 30-Year Journeyq (P. David Pearson and Diane Stephens); (3) qTo Err Is Human: Learning about Language Processes by Analyzing Miscuesq (Yetta M. Goodman and Kenneth S. Goodwin); (4) qConsidering the Research on Phonological Awareness and Phonicsq (Constance Weaver); (5) qReconceptualizing Phonics Instructionq (Margaret Moustafa); (6) qOrthographic Analogy Training with Kindergarten Children: Effects on Analogy Use, Phonemic Segmentation, and Letter-Sound Knowledgeq (Margareth E. Peterson and Leonard P. Haines); (7) qA Comparison of Children's Development of Alphabetic Knowledge in a Skills-Based and a Whole Language Classroomq (Ellen McIntyre and Penny A. Freppon); (8) qPhonological Awareness Training of Kindergarten Children: Three Treatments and Their Effectsq (Linda R. Ayres); (9) qLiteracy Learning in a Whole Language Classroom: Reading Concepts and Reading Strategies First Graders Know and Useq (Penny A. Freppon and Ellen McIntyre); (10) qA Comparison of Innercity Children's Interpretations of Reading and Writing Instruction in the Early Grades in Skills-Based and Whole Language Classroomsq (Karin L. Dahl and Penny A. Freppon); (11) qExperimental Research: On Phonemic Awareness and on Whole Languageq (Constance Weaver); (12) qUsing 'Real' Books: Research Findings on Literature Based Reading Instructionq (Michael O. Tunnell and James S. Jacobs); (13) qSuccessful Dyslexics: A Constructivist Study of Passionate Interest Readingq (Rosalie Fink); (14) qThe Case for Late Intervention: Once a Good Reader, Always a Good Readerq (Stephen Krashen and Jeff McQuillan); (15) qEvery Person a Readerq (Stephen Krashen); (16) qThe California Reading Situation: Rhetoric and Realityq (Jeff McQuillan); (17) qCalifornia, Whole Language, and the National Assessment of Educational Progress (NAEP)q (Kenneth S. Goodman); and (18) qThe Schools We Have. The Schools We Needq (Richard L. Allington). (Contains 55 references.) (NKA)This collection reflects the stance that a truly balanced approach to reading instruction will focus not only on reading but on literacy; integrate language and literacy across disciplines; attend to reading, writing, and other skills and ...
|Title||:||Reconsidering a Balanced Approach to Reading|
|Publisher||:||National Council of Teachers - 1998|