Direct Instruction Reading -- Enhanced Pearson eText

Douglas W. Carnine is a Professor Emeritus of Education at the University of Oregon. Dr. Carnine directed or co-directed over 20 federally funded grants, totaling over $15,000,000. Dr. Carnine has over 100 scholarly publications: over 60 research articles in refereed journals, 40 essays, over 20 chapters in books, and seven books (two on university-level computer science, Teaching Higher Order Thinking, Theory of Instruction, Instructional Strategies for Diverse Learners, Direct Instruction Reading, and Direct Instruction Math). He has presented at over a 100 conferences in the United States, Canada, South America, Europe, the former USSR, Africa, Australia, and New Zealand.Jerry Silbert has worked with Direct instruction for over 40 years. His initial training in Direct instruction occurred in the early 1970s as he participated in the master's program in special education program directed by Siegfried Engelmann, the original developer of Direct Instruction at the University of Oregon. Jerry then spent 12 years as a classroom teacher, working in a high-poverty elementary school. During this time, he field tested a wide variety of Direct Instruction programs designed for intermediate grade students who were several years below grade level. Silbert began his work on authoring textbooks and instructional programs while he was teaching. In 1979, he co-authored Direct Instruction Reading, Direct Instruction Math, and several language arts instructional programs.From 2005-2007, Dr. Kame'enui served as the first Commissioner of the National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES), the research, evaluation and statistical arm of the U. S. Department of Education. He has spoken at the White House, participated in presentations with then First Lady, Mrs. Laura Bush, in Portland, Oregon and Paris, France. He has directed several national federal research initiatives on reading, and served on the original advisory boards for the PBS television shows "Between the Lions" and WETA's "Reading Rockets." Dr. Kame'enui has co-authored 20 college textbooks (including 4th editions of two books) on teaching reading, curriculum design, vocabulary instruction, higher order thinking, and classroom management. He has more than 150 publications including 100 refereed research articles and 50 book chapters. In 2006, Dr. Kame'enui was awarded the Distinguished Special Education Researcher Award from the American Educational Research Association (AERA).Timothy Slocum has been involved with Direct Instruction for over 25 years as a special education teacher, instructional designer, researcher, and teacher trainer. He was the founding co-editor of the Journal of Direct Instruction and is co-author of the textbook Introduction to Direct Instruction. Since receiving his Ph.D. in special education from the University of Washington in 1992, he has been on faculty in the Department of Special Education and Rehabilitation at Utah State University. He has taught courses at the undergraduate, master's, and doctoral levels on topics including evidence-based reading instruction, assessment of disabilities, research methods and statistics, cultural/linguistic diversity and disability, advanced topics in behavior analysis, and language. Dr. Slocum received the 2011 Fred S. Keller Behavioral Education award from Division 25 of the American Psychological Association and the 2014 Ernie Wing Award for Excellence in Evidence-Based Education from the Wing Institute.Patricia Travers is a research assistant in the Center on Teaching and Learning (CTL) at the University of Oregon. She works on the development and implementation of reading curriculum to improve students' reading achievement. Along with her colleagues at CTL, she studied the effects of enhanced Tier 1 and Tier 2 reading instruction and worked directly with elementary schools to provide professional development and in-classroom coaching support. In addition, Patricia worked for 7 years as both the Project Coordinator and a Reading Coach on the state and national Reading First Initiatives. She taught at Idaho State University and served as a RtI/special education consultant for the Idaho State Department of Education. She also was a special education teacher for 12 years in both New Hampshire and Massachusetts.

• Brief Table of Contents Part I Perspective Chapter 1 Perspectives on Reading InstructionChapter 2 A Model of Reading InstructionChapter 3 Classroom Reading InstructionChapter 4 Delivery of Instruction Part II Beginning ReadingChapter 5 An Overview of Beginning ReadingChapter 6 Phonemic Awareness and Alphabetic UnderstandingChapter 7 Letter—Sound CorrespondenceChapter 8 Sounding Out Regular WordsChapter 9 Sight ReadingChapter 10 Irregular WordsChapter 11 Vocabulary Instruction during the Beginning Reading StageChapter 12 Comprehension Instruction during the Beginning Reading StagePart III Reading Instruction During The Primary And Intermediate GradesChapter 13 Phonic AnalysisChapter 14 Structural AnalysisChapter 15 Irregular Words: Primary and Intermediate Grades Chapter 16 Fluency Instruction and Passage Reading Chapter 17 Vocabulary Instruction after the Beginning Stage* Part IV Overview Of Comprehension Instruction Chapter 18 Comprehension Skills and ProceduresChapter 19 Narrative-Comprehension StrategiesChapter 20 Critical Reading Part V Content-Area Reading Chapter 21 Direct Instruction in Content-Area ReadingChapter 22 Response to Intervention: School-Wide Organization ofReading Instruction  Detailed Table of ContentsPart I Perspective 1  Chapter 1 Perspectives on Reading Instruction 2Perspectives on Improving Student Reading Performance 3Illustrations of The Four Orientations 5A More In-Depth Look at Direct Instruction 7Chapter 2 A Model of Reading Instruction 10National Reading Panel Findings 11Common Core State Standards 13Stages Of Reading Instruction 14English Language Learners 16Chapter 3 Classroom Reading Instruction 17Instructional Materials 17Modifying Core Reading Programs For At-Risk Learners 20Assessment 20Organization Of Instruction 23Chapter 4 Delivery of Instruction 26Program Design 26Presentation Techniques 30  Part II Beginning Reading 37  Chapter 5 An Overview of Beginning Reading 38Key Terminology 38The Great Debate: Code-Emphasis Vs. Meaning-EmphasisPrograms 40Providing Explicit And Systematic Instruction During The BeginningReading Stage 44Research On Beginning Reading Instruction 46Chapter 6 Phonemic Awareness and Alphabetic Understanding 49Phonological And Phonemic Awareness 49Preskills For Sounding Out Words 51Commercial Programs 58Chapter 7 Letter—Sound Correspondence 61Sequence For Introducing Letter—Sound Correspondences 61Rate For Introducing Letter—Sound Correspondences 63Procedure for Teaching Letter—Sound Correspondences 63Critical Teacher Presentation Behaviors 65Using Commercial Materials 70Chapter 8 Sounding Out Regular Words 73Regular Words 73Scope And Sequence 74Teaching Procedures 75Passage Reading During The Beginning Reading Stage 82Commercial Reading Programs 86Chapter 9 Sight Reading 88Sight Reading In Word Lists 89Passage Reading 91Commercial Programs 97Chapter 10 Irregular Words 99When To Introduce Irregular Words 100Sequence For Introducing Irregular Words 100Teaching Procedure 101Modified Introductory Format 102Facilitating Retention 102Commercial Programs 103Chapter 11 Vocabulary Instruction during the Beginning Reading Stage 106Teaching Procedure 107Teacher Read-Alouds 112Commercial Programs 112Chapter 12 Comprehension Instruction during the Beginning Reading Stage 115Foundational Language 116Sentence Comprehension 116Story Comprehension: Teacher Read-Alouds 121Text-Related Comprehension 122  Part III Reading Instruction During The Primary And Intermediate Grades 127  Chapter 13 Phonic Analysis 128Words With Letter Combinations 129Words With A Vce Pattern 135Chapter 14 Structural Analysis 139Words With Common Affixes 139Vce Derivatives 143Y Derivatives 146Multisyllabic Words Formed With Prefixes And Suffixes 147Chapter 15 Irregular Words: Primary and Intermediate Grades 151Systematic Introduction Of Irregular Words 152Context As A Cue 155Chapter 16 Fluency Instruction and Passage Reading 160Teaching Procedure For Story Reading 161Fluency 168Reading Outside School 173Chapter 17 Vocabulary Instruction after the Beginning Stage* 175Direct Vocabulary Teaching 176Teaching Word-Learning Strategies 182Relation Of Vocabulary Instruction To Improving Comprehension 187Research 188  Part IV Overview Of Comprehension Instruction 191  Factors That Affect Reading Comprehension 192Improving Comprehension 192Strategies 194Chapters On Comprehension After The Beginning Stage 195  Chapter 18 Comprehension Skills and Procedures 196Inferential Comprehension 196Summarization 202Sentence Structure 205Text-Reading Procedures 207Chapter 19 Narrative-Comprehension Strategies 213Story Selection 214Teaching Procedure 215Advanced Story-Reading Comprehension Strategy 217Chapter 20 Critical Reading 223Steps In Critical Reading 223Teaching Procedure 225An Overall Critical-Reading Strategy 231  Part V Content-Area Reading 233  Chapter 21 Direct Instruction in Content-Area Reading1 234Characteristics Of Expository Materials 235Content-Area Lessons 240Chapter 22 Response to Intervention: School-Wide Organization ofReading Instruction 276Assessment For Universal Screening, Progress Monitoring, And Placement 278Tier 1 Supports 282Tier 2 Supports 283Tier 3 Supports 284  Appendix A: Word Lists 287Appendix B: List of 400 Common Words 300Appendix C: Outline of Lessons for Beginning Phonics Program 302Appendix D: Basic Vocabulary for Beginning Readers and Suggestions for Assessing Student Knowledge 305Appendix E: Oral Language Screening Test and Record Form 308Appendix F: Beginning Phonics Assessment 310