Preventing Misguided Reading

New Strategies for Guided Reading Teachers


Jan Miller Burkins and Melody M. Croft
More about Jan Miller Burkins


About the Authors

Foreword
Michael F. Opitz and Michael P. Ford

Preface
The Tricky Parts

Acknowledgments

Introduction
A Simple Model of the Reading Process

Chapter 1
Reframing the Gradual Release of Responsibility

Strategy #1: Connect Literacy Instruction Across Instructional Contexts

Strategy #2: Describe Guided Reading as a Session Rather Than a Lesson

Strategy #3: Establish Routines That Require Students to Assume Control

Strategy #4: Teach Students in Guided Reading Groups Only When It Meets Individual Needs

Abstract Chapter 2
PDF Revisiting Instructional Reading Level
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Strategy #5: Teach Students From Books in Which They Can Practice a Balanced Reading Process

Strategy #6: Increase Your Sensitivity to Reader Distress

Strategy #7: Select Guided Reading Texts Based on Student Reading Processes

Strategy #8: Clarify Confusions When Problem-Solving Efforts Prove Unproductive

Chapter 3
Reconsidering Text Gradients

Strategy #9: View Students' Reading Levels as a Range or Cluster

Strategy #10: Employ Flexible Grouping

Strategy #11: Engage Independent Students in Tasks With Scope

Strategy #12: Use Controlled Vocabulary Texts Judiciously

Strategy #13: Linger at Level E

Strategy #14: Practice Mindful Language

Chapter 4
Realigning With Balanced Instruction

Strategy #15: Engage All Students, Regardless of Instructional Reading Level, in Thinking Deeply About Story

Strategy #16: Teach Students to Look Closely at Print, but Not at the Expense of Story

Strategy #17: Encourage Students to Talk About Their Thinking, but Not Too Much

Chapter 5
Recommitting to Integrated Processing

Strategy #18: Teach Students to Notice the Ways a Text Supports Itself

Strategy #19: Prompt Less and, When You Do, Prompt Toward Integration

Strategy #20: Consider the Efficacy of Each Student's Self-Correcting Behaviors

Strategy #21: Help Students Break Inefficient Reading Habits

Strategy #22: Provide Massive Practice

Chapter 6
Redesigning Literacy Assessment

Strategy #23: Move Beyond the All-or-None Systems

Strategy #24: Analyze Comprehension Holistically

Strategy #25: Use Fluency to Help Determine Instructional Reading Level

Strategy #26: Consider the Ways Students Integrate Cues

Strategy #27: Look at Shifts in Students' Reading Processes Across Texts

Epilogue

Appendix
Reproducibles

References

Index

Preventing Misguided Reading

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