Read complete books and articles on: Reading Instruction

Reading - process of mentally interpreting written symbols. Facility in reading is an essential factor in educational progress, and instruction in this basic skill is a primary purpose of elementary education. The ability to read was not considered important for most laymen until sometime after Johann Gutenberg's invention of the printing press (c.1450) and the Protestant Reformation, with its emphasis on individual interpretation of the Bible. Until that time reading was generally restricted to the clergy and certain members of the nobility. Although illiteracy is still a problem in many areas of the world, compulsory childhood education laws have assured that most citizens of advanced industrial nations can read.

Physiological and psychological studies suggest that the process of reading is based on a succession of quick eye movements, known as fixations, across the written line, each of which lasts for about a quarter of a second. In each fixation more than one word is perceived and interpreted, so that a skilled reader may take in more than three words per fixation when reading easy material. Depending on the rate of fixations and the difficulty of the material, an adult can read and understand anywhere from 200 to 1,000 words per minute.

There has been considerable difference of opinion about the best method of teaching children to read. By the end of the 20th cent. the educational concensus was largely that a combination of phonics, which emphasizes sound, and the whole-language method, which emphasizes meaning, is the most effective way to teach the skill. Most educators also agree on the importance of remedial work for students whose progress is impeded by impaired vision, faulty eye movements, developmental disabilities such as dyslexia, or personal handicaps resulting from poor teaching.

Bibliography

See G. Hildreth, Teaching Reading (1958); I. A. Richards, How to Read a Page (1959); G. Cuomo, Becoming a Better Reader (1960); H. Diack, Reading and the Psychology of Perception (1960); J. S. Chall, Learning to Read: The Great Debate (1967); M. Cox, The Challenge of Reading Failure (1968); M. J. Adler and C. Van Doren, How to Read a Book (rev. ed. 1972); M. C. Robeck and J. A. R. Wilson, Psychology of Reading (1974).

Show Excerpt Only

16 of the Best Books and Articles on: Reading Instruction

as selected by Questia librarians

1.

Instructional Models in Reading » Read Now
by Steven A. Stahl, David A. Hayes. 386 pgs.

Collections: Education, Entire Library
2.

Motivating Reading Comprehension: Concept-Oriented Reading Instruction » Read Now
by John T. Guthrie, Kathleen C. Perencevich, Allan Wigfield. 326 pgs.

Collections: Education, Entire Library

Concept Oriented Reading Instruction (CORI) is a unique, classroom-tested model of reading instruction in which inquiry science provides a point of departure for reading instruction. Book will appeal to experienced teachers, in-service professionals and prospective teachers.
3.

Reading Comprehension: From Research to Practice (Part III "Instructional Implications") » Read Now
by Judith Orasanu. 385 pgs.

Collections: Education, Entire Library
4.

Reading, Language, and Literacy: Instruction for the Twenty-First Century » Read Now
by Fran Lehr, Jean Osborn. 307 pgs.

Collections: Education, Entire Library
5.

Linking Reading Assessment to Instruction: An Application Worktext for Elementary Classroom Teachers » Read Now
by Susan P. Homan, Arleen Shearer Mariotti. 277 pgs.

Collections: Education, Entire Library

This worktext applies current theory to classroom practice by providing, in each chapter, a brief explanation of major concepts followed by guided practical experience in administering, scoring, and interpreting reading assessment techniques. Like the popular previous editions, the third edition:...
Read More

This worktext applies current theory to classroom practice by providing, in each chapter, a brief explanation of major concepts followed by guided practical experience in administering, scoring, and interpreting reading assessment techniques. Like the popular previous editions, the third edition: *emphasizes the use of assessment and diagnosis for instructional decision making--rather than for simply giving grades; *stresses the use of informal assessment techniques--reflecting the current emphasis in educational assessment theories--but also includes coverage of standardized test scores; *provides both classroom-tested results and interpretations of the data, giving students step-by-step experience in administering, scoring, and interpreting assessment techniques; and *includes numerous "hands-on" activity worksheets. The recent U.S. National Reading Panel report found that, for children to be good readers, they must be taught phonemic awareness, phonics skills, how to read fluently, and how to apply comprehension strategies. Linking Reading Assessment to Instruction: An Application Worktext for Elementary Classroom Teachers, Third Edition, covers all four areas. It is appropriate for undergraduate or graduate reading methods courses that include a diagnosis component, reading diagnosis courses, exceptional education courses, and in-service courses on reading/literacy development. Changes in the third edition include: *thorough updating throughout the text; *new activities on standardized tests, running records, and metacognitive comprehension, and; reorganized sections on using standardized test scores and story retelling. An Instructor's Manual is available upon adoption.
Show less
6.

Handbook of Reading Research, Vol. I (Part Three "Instructional Practices: The State of the Art") » Read Now
by Rebecca Barr, Michael L. Kamil, Peter Mosenthal, P. David Pearson. 899 pgs.

Collections: Education, Entire Library
7.

Handbook of Reading Research, Vol. II (Chap. 29 "Comprehension Instruction," Chap. 30 "Teachers' Instructional Actions," and Chap. 31 "Grouping Students for Reading Instruction") » Read Now
by Rebecca Barr, Michael L. Kamil, Peter B. Mosenthal, P. David Pearson. 1086 pgs.

Collections: Education, Entire Library
8.

Handbook of Reading Research, Vol. III (Chap. 26 "Beginning Reading Instruction: Research on Early Interventions," Chap. 30 "What Should Comprehension Instruction Be the Instruction Of?," and Chap. 31 "Literature-Based Reading Instruction") » Read Now
by Rebecca Barr, Michael L. Kamil, Peter B. Mosenthal, P. David Pearson. 1010 pgs.

Collections: Education, Entire Library

In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics...
Read More

In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.
Show less
9.

Understanding and Teaching Reading: An Interactive Model » Read Now
by Emerald D. Dechant. 522 pgs.

Collections: Education, Psychology, Entire Library
10.

Learning to Read: Basic Research and Its Implications » Read Now
by Laurence E. Rieben, Charles A. Perfetti. 213 pgs.

Collections: Education, Entire Library
11.

Learning to Read in American Schools: Basal Readers and Content Texts » Read Now
by Richard C. Anderson, Jean Osborn, Robert J. Tierney. 308 pgs.

Collections: Education, Entire Library
12.

The Psychology of Reading Instruction, in Reading Improvement » Read Now
by Marlow Ediger. 8 pgs.

Collections: Education, Psychology, Entire Library
13.

Reading Instruction in the Inclusion Classroom: Research-Based Practices, in Remedial and Special Education » Read Now
by Raquel J. Schmidt, Mary S. Rozendal, Gretchen G. Greenman. 11 pgs.

Collections: Education, Entire Library
14.

Reading Instruction in the Resource Room: Set Up for Failure, in Exceptional Children » Read Now
by Sally Watson Moody, Sharon Vaughn, Marie Tejero Hughes, Meryl Fischer. 11 pgs.

Collections: Education, Entire Library
15.

What Reading Research Tells Us about Children with Diverse Learning Needs: Bases and Basics (Includes discussion of reading instruction in multiple chapters) » Read Now
by Edward J. Kameenui, Deborah C. Simmons. 402 pgs.

Collections: Education, Entire Library
16.

Reading Instruction Grouping for Students with Reading Difficulties, in Remedial and Special Education » Read Now
by Shelley A. Blozis, Diane Pedrotty Bryant, Shirley Dickson, Kamiar Kouzekanani, Sylvia Linan-Thompson, Sharon Vaughn. 15 pgs.

Collections: Education, Entire Library