Diagnostic Teaching of Reading

Barbara J. Walker is professor of reading at Oklahoma State University-Stillwater/Tulsa where she teaches courses in reading difficulties and literacy coaching. Dr. Walker received her Ed.D. from Oklahoma State University in Curriculum and Instruction, specializing in reading difficulty. Prior to returning to Oklahoma, Dr. Walker was a professor in the Department of Special Education and Reading at Montana State University, Billings, where she coordinated the Reading Clinic. She was a reading specialist in the elementary schools of Stillwater, Oklahoma; organized and taught the college reading program at Vernon Regional Junior College in Vernon, Texas; and coordinated the educational program at the Hogar Paul Harris in Cochabamba, Bolivia. Dr. Walker’s research interests focus on teacher development, early literacy intervention, reading difficulties, and literacy coaching. Her publications include Literacy Coaching: A Collaborative Approach (2010), Techniques for Reading Assessment and Instruction (2005), Supporting Struggling Readers (2003), The Supervisor’s Handbook for the Reading Team (1998) with Ronald Scherry and Lesley Morrow, Tips for the Reading Team (1998) and The Reading Team: A Handbook for K—3 Volunteer Tutors (1997) with Lesley Morrow and Interactive Handbook for Understanding Reading Diagnosis (1994) with Kathy Roskos. Dr. Walker received Oklahoma State University’s Regents Distinguished Professor for Research in 2007, College Reading Association’s 1997 A. B. Herr Award for outstanding contributions to reading education and was a distinguished finalist for the International Reading Association’s 1991 Albert J. Harris Award for research in reading disabilities. Dr. Walker is a past President (2008-2009) of the International Reading Association, an organization that influences over 300,000 reading educators worldwide. She is a state, national, and international professional leader, having served on the board of directors of the International Reading Association, the College Reading Association, the Montana State Reading Council, and the Oklahoma Reading Council. Most important to her, however, is preparing teachers to work with struggling readers. In this capacity, she has helped more than 3,000 struggling readers improve their literacy.

Contents

PART ONE The Process of Diagnostic Teaching of Reading 1

Ways to Use These Chapters 3

1 What Is Diagnostic Teaching? 5

Active Reading and Writing 7

Differences in Learning 11

Struggling and Writers Readers 11

English Language Learners 13

Culturally Diverse Learners 14

Instructional Process 15

Text-based View

Reader-based View

Interactive constructivist View

Sociocultural View

Balanced Instruction

Assessment Process 20

Diagnostic Teaching Process

Diagnostic Teaching Lesson 23

Summary 14

2 Literacy Development 34

Emergent Literacy Stage 36

Early Developing Literacy Stage 38

Developing Stage 40

Strategic Literacy Stage 43

Complex Literacy Stage 46

3 Effective Teachers 48

Engage All Learner 48

Foster meaningful interpretations and thoughtful understanding 50

Cultivate Vibrant Discussions 51

Access To High Quantity And High Quality Of Reading Material 53

Make use of Scaffolding 54

Nuture Motivation 58

Promote Self regulated Learning 60

Create a Responsive Environment 61

Assess while Teaching 62

Integrate and Balance Instruction 65

Summary

4 The Diagnostic Teaching Session: An Overview 68

Familiar Text Time 69

Supported Reading and Writing 70

Continuous Assessment 74

Strategy and Skill Instruction 78

Analysis of Patterns of Reading Development 78

Instruction in Strategies and Skills 79

Strategy Conversations and Self-Assessment 80

Process Writing Time 82

Personalized Reading and Writing 83

Summary

5 Gathering Diagnostic Data 94

Informal Reading Inventory 94

Establishing the Level of Student Performance

Analyzing the Results from the Informal Reading Inventory

Informal Writing Assessment

Further Assessments

Stages of Reading Development 81

Emergent Literacy Stage

Early Developing Literacy Stage

Developing Literacy Stage

Strategic Literacy Stage

Complex Literacy Stage

Summary

6 The Literacy Event 114

Reader 117

Reader analysis for Jenny

Text 129

Text analysis for Jenny

Task 135

Task analysis for Jenny

Situational Context 144

Situational Context analysis for Jenny

Technique 154

Summary

Formulating Hypotheses for Jenny

Reviewing the Steps

711 Selecting Techniques 172

Classifying Techniques for Supporting Reading and Writing

Classifying Techniques by Instructional Framework

Classifying Techniques by Type of Text

Classifying Techniques by Mode of Response

Classifying Techniques for Strategy and Skill Instruction

Classifying Techniques by Reasoning Strategies

Classifying Techniques by Reading Skills

Classifying Techniques for Increased Specificity

Classifying Techniques by Sources of Information

Classifying Techniques by Type of Structure

Summary

Putting the Parts Together for Jenny

Reviewing Technique Selection

8 Selecting Materials 223

Basic Types of Materials

Basal Readers and Core Reading Programs

Chapter Books

E-Books

Focused Lessons Books

High-Interest, Low-Readability Books

Internet Materials

Leveled Books

Media

Picture Trade Books

Poetry Anthologies

Predictable Books

Series Books

Software Programs

Textbooks

Selecting Material for a Particular Reader

Matching the Text to the Reader

Evaluating the Text

More to Consider When Selecting Material

Interest

Choice

Background Knowledge of the Reader

Length of the Book

Summary

9 Initiatives and Teacher Development 246

Response to Intervention

Sheltered Instruction Observation Protocol for English Language Learners

Shared Expertise in Reading

Reflecting

Developing Collaboration

The Learning Community

Forms of Studying Reading Instruction

Study Groups

Teacher Research Groups

Criteria for a Teacher Development Context 167

10 Using Multiple Assessments 261

Authentic Assessments

Criterion-Referenced Tests

Formal Assessments

Informal Assessments

Motivation Assessment

Performance Assessment

Process-Oriented Assessments

Rubrics

Student Self-Assessment

The Assessments 266

Anecdotal records

Assessment Letters

Assessment Talks

Attitude Toward Reading

Cloze Test

Concepts about Print Interview

Diagnostic Teaching Assessment

Developmental Reading Assessment 2

Informal Reading Inventory

Interest Inventories

Letter Name Knowledge

The Metacognitive Awareness of Reading Strategies Inventory

Miscue Analysis

Motivation to Read Profile

Multi-Dimensional Fluency Scale

Norm-Referenced Tests

Observations

Phonemic Segmentation

Phonological Awareness

Portfolios

Retelling Rubric

Running Records

Self-Perceptions as a Reader and Writer

Spelling Assessment

Strategy Self-Assessments

Student-Led Conferences

Summarization Rubric

Think-Aloud Analysis

Word Identification Assessment

Writing Rubric

Evaluating Student Performance Using Multiple Assessments 145

Summary

PART TWO The Instructional Techniques 317

The Information for Each Technique

Ways to Use These Techniques

Techniques (listed alphabetically)

1. Alternate Writing

2. Analytic Phonics

3. Chunking

4. Cloze Instruction

5. Collaborative Reading

6. Concept Mapping

7. Concept-Oriented Reading Instruction

8. Contextual Processing

9. Decoding by Analogy

10. Digital Talking Books

11. Direct Experience Approach

12. Directed Reading Activity

13. Directed Reading-Thinking Activity

14. Experience—Text—Relationship

15. Explicit Teaching

16. Feature Analysis Grid

17. Framed Rhyming Innovations

18. Generative-Reciprocal Inference Procedure

19. Graphic Organizers

20. Group Investigation Approach

21. Guided Reading

22. Imagery Instruction

23. Implicit Teaching

24. Impress Method

25. Interactive Writing

26. Internet Inquiry

27. Journal Writing

28. K-W-L

29. Language Experience Approach

30. Listening-Thinking Activity

31. Literature Discussions

32. Making Words

33. Making and Writing Words

34. Metaphors

35. Multisensory Approaches

36. Paired Reading

37. Phonogram Approach

38. Prediction Strategy Instruction

39. Process Writing

40. Question-and-Answer Relationships

41. Question-Generation Strategy

42. Questioning the Author

43. Readers Theater

44. Reciprocal Teaching

45. Repeated Readings

46. ReQuest

47. Retelling 308

48. Retrospective Miscue Analysis

49. Say Something

50. Semantic Mapping

51. Sentence Combining

52. Shared Reading Approach

53. Sight-Word Approach

54. Sound Boxes

55. SQ3R

56. Story Drama

57. Story Mapping

58. Story Writing Approach

59. Strategy Instruction

60. Summary Experience Approach

61. Summarization

62. Synthetic Phonics

63. Thematic-Inquiry Approach

64. Think-Aloud Approach

65. Visualization

66. Vocabulary Self-Collection Strategy

67. Word Sorts

68. Word Walls

Appendix A

Administering an Informal Reading Assessment

Appendix B

Predictable Book List

Appendix C

High Interest Series Books

Appendix D

Online Resources

Glossary

Reference

Index