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D. RAY REUTZEL Utah State University ROBERT B. COOTER, JR. Bellarmine University Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Vice President and Editor-in-Chief: Aurora Martínez Ramos Senior Development Editor: Max Effenson Chuck Editor: Erin K. L. Grelak Editorial Assistant: Michelle Hochberg Executive Marketing Manager: Krista Clark Production Editor: Janet Domingo Editorial Production Service: Omegatype Typography, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Omegatype Typography, Inc. Interior Design: Omegatype Typography, Inc. Photo Researcher: Annie Pickert Fuller Cover Designer: Linda Knowles Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within or below. Chapter opening photos: pp. 2, 88, 212, 374, 456: Annie Fuller; p. 28: Bob Daemmrich Photography; p. 128: David Mager/Pearson Learning Group; p. 180: Shutterstock; pp. 256, 508: Thinkstock; p. 312: Krista Greco/Merrill; p. 422: Lori Whitley/Merrill. Standards for Reading Professionals and Guiding Principles for Educators: Standards for Reading Professionals, reprinted with permission of the International Reading Association; Common Core Standards, © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Offi cers. All rights reserved; Response to Intervention, reprinted with permission of the International Reading Association. Copyright © 2012, 2008, 2004, 2000, 1996, 1992 Pearson Education, Inc., publishing as Allyn & Bacon, 501 Boylston Street, Boston, MA 02116. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, 501 Boylston Street, Boston, MA 02116, or email permissionsus@ pearson.com. Library of Congress Cataloging-in-Publication Data Reutzel, D. Ray (Douglas Ray). Teaching children to read : the teacher makes the difference / D. Ray Reutzel, Robert B. Cooter, Jr.—6th ed. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-13-256606-3 (pbk.) ISBN-10: 0-13-256606-0 (pbk.) 1. Reading (Elementary) 2. Reading (Elementary)—Language experience approach. 3. Language arts (Elementary) I. Cooter, Robert B. II. Cooter, Robert B. III. Title. LB1573.R48 2012 372.41—dc22 2011004472 10 9 8 7 6 5 4 3 2 1 RRD-OH 15 14 13 12 11 ISBN-10: 0-13-256606-0 www.pearsonhighered.com ISBN-13: 978-0-13-256606-3 For my wife, Pamela, my children and their spouses, and my grandchildren, who are my life’s inspiration. To the many teachers and administrators who have also inspired in me a passion for excellent instruction. —DRR For my fi rst and best teachers—Toni and Bruce Cooter, and for Mary, Catherine, and James Gooch. —RBC About the Authors D. Ray Reutzel is the Emma Eccles Jones Distinguished Professor and Endowed Chair of Early Childhood Education at Utah State University. He has taught kindergarten, fi rst grade, third grade, and sixth grade. Dr. Reutzel is the author of more than 185 refereed research reports, articles, books, book chapters, and monographs published in The Elementary School Journal, Early Childhood Research Quarterly, Reading Research Quarterly, Journal of Literacy Research, Journal of Educational Research, Reading Psychology, Literacy Research and Instruction, Language Arts, Journal of Adolescent and Adult Literacy, and The Reading Teacher, among others. He has received more than $7.5 million in research and professional development funding from private, state, and federal agencies including the Institute of Education Sciences and the U.S. Department of Education. Dr. Reutzel is the past editor of The Reading Teacher and Literacy Research and Instruction. He is author or coauthor of several chapters published in the Handbook of Classroom Management, theHandbook of Research on Literacy and Diversity, and the Handbook of Reading Research (Vol. IV). Dr. Reutzel received the 1999 A.B. Herr Award from the College Reading Association for outstanding research and published contributions to reading education. Dr. Reutzel was given the John C. Manning Public School Service Award from the International Reading Association in May 2007 for his many years of working in schools with teachers and children. Dr. Reutzel has also served as past president of the College Reading Association/Association for Literacy Educators and Researchers and as a member of the board of directors of the International Reading Association from 2007 to 2010. Dr. Reutzel was inducted as a member of the Reading Hall of Fame in 2011. Robert B. Cooter, Jr., currently serves as Ursuline Endowed Professor and dean of the Annsley Frazier Thornton School of Education at Bellarmine University in Louisville, Kentucky. Dr. Cooter served from 2006 to 2011 as editor of The Reading Teacher, the largest circulation literacy education journal worldwide. His research is focused exclusively on the improvement of literacy acquisition for children living in poverty. In 2008 Dr. Cooter received the A.B. Herr Award from the Association of Literacy Educators and Researchers for contributions to the fi eld of literacy. Earlier in his career Dr. Cooter served as an elementary classroom teacher and Title I reading specialist. In public school administration, Dr. Cooter served as the fi rst “Reading Czar” (or associate superintendent) for the Dallas Independent School District. He was named Texas State Champion for Reading by the governor for development of the acclaimed Dallas Reading Plan for some 60,000 children. Dr. Cooter later designed and served as principal investigator of the Memphis Striving Readers Program, a $16 million middle school literacy research project funded by the U.S. Department of Education. In 2007 Dr. Cooter and colleagues J. Helen Perkins and Kathleen Spencer Cooter were recipients of the Urban Impact Award from the Council of Great City Schools for their work in high poverty schools. Dr. Cooter has authored or coauthored over 20 books in reading education and more than 60 journal articles. His books include the bestselling Strategies for Reading Assessment and Instruction, used at over 200 universities; The Flynt-Cooter Comprehensive Reading Inventory, a norm-referenced classroom reading assessment with English and Spanish versions; and Perspectives on Rescuing Urban Literacy Education: Spies, Saboteurs, and Saints. He is currently completing work on a new book with his wife and colleague, Professor Kathleen Cooter, entitled Urban Literacy Education: Helping City Kids in Regular and Special Education Classrooms. Dr. Cooter lives in Louisville, Kentucky, and enjoys family time on their houseboat, Our Last Child, with his bride, grandchildren, and golden retrievers. He sometimes appears in reunion with The George Washington Bridge Band, a Nashville-based rock group he cofounded and toured with during the 1960s and 70s. Brief Contents Part One Introduction 1 CHAPTER ONE Effective Reading Instruction: The Teacher Makes the Difference 2 Part Two Essentials of Reading Instruction 27 CHAPTER TWO Developing Children’s Oral Language 28 CHAPTER THREE Early Reading Instruction: Getting Started with the Essentials 88 CHAPTER FOUR Phonics and Word Recognition: Learning to Read Words 128 CHAPTER FIVE Reading Fluency 180 CHAPTER SIX Increasing Reading Vocabulary 212 CHAPTER SEVEN Teaching Reading Comprehension 256 CHAPTER EIGHT Writing 312 Part Three The Reading Teacher’s Toolbox 373 CHAPTER NINE Evidence-Based Programs, Interventions, and Standards for Reading Instruction 374 CHAPTER TEN Assessment 422 Part Four Bringing It All Together in the Classroom 455 CHAPTER ELEVEN Effective Reading Instruction and Organization in Grades K–3 456 CHAPTER TWELVE Effective Academic Literacy Instruction in Grades 4–8 508 vi Contents Preface xxi Part One Introduction 1 Becoming a Master Teacher of Reading 5 A Brief History of Current Trends in Reading Instruction 7 Inability to Read: “A National Health Risk” 7 Political Responses to the Literacy Crisis 7 What Is Reading? 9 Teachers Make the Difference 11 What Do Reading Teachers Need to Know and Do? The Seven Pillars of Effective Reading Instruction 12 Pillar One: Teacher Knowledge 13 Pillar Two: Classroom Assessment 14 Pillar Three: Evidence-Based Teaching Practices 14 Pillar Four: Response to Intervention (RTI) 16 Pillar Five: Motivation and Engagement 18 Pillar Six: Technology and New Literacies 19 Pillar Seven: Family and Community Connections 20 Summary 21 Field and Classroom Applications 22 Recommended Resources 22 23 STANDARDS for Reading Professionals and Guiding Principles for Educators 24 vii viii Contents Part Two Essentials of Reading Instruction 27 • What Do Teachers Need to Know About Oral Language? 31 What Is Language? 32 How Do Children Develop Oral Language? 39 The Developmental Stages of Oral Language Development 43 What Does Research Say About the Relationship Between Oral Language and Reading? 46 Effects of Poverty on Oral Language and Reading Development 46 English Learners and Vocabulary Development 47 Oral Language Is the “Great Predictor” 49 Teachers Can Make a Difference 49 • Assessing Children’s Oral Language Development and Use 49 Teacher Rating of Oral Language and Literacy (TROLL) 50 Get It, Got It, Go!—Picture-Naming Test 54 The Oral Language Acquisition Inventory (OLAI) 54 A “Rule of Thumb” for Determining Children’s Mean Length of Utterance (MLU) 55 • Principles of Effective Oral Language Instruction 56 Promoting Oral Language Learning with Instructional Conversations 57 Oral Language Instructional Strategies 59 Instrumental Oral Language Instruction: Interviews 59 Regulatory Oral Language Instruction: Giving and Following Commands 60 Interactional Oral Language Instruction: “Phone” and Small-Group Conversations 61 Personal Oral Language Instruction: “About Me!” 62 Heuristic Oral Language Instruction: Explaining and Convincing 62 Imaginative Oral Language Instruction: “Let’s Pretend” 65 Representational Oral Language: Instructions and Directions 65 Divertive Oral Language Instruction: “That’s Funny!” 66 Authoritative Oral Language Instruction: Now Hear This! 68 Perpetuating Oral Language Instruction: Remember This! 68 • Tier 2 Adaptations 69 Resources and Programs Focused on Oral Language Development 69 English Learners: Important Considerations 70 • Motivation and Engagement in Oral Language Development 71 Joint Productive Activity (JPA) 72 ix Contents • Technology and New Literacies for Oral Language Development 74 Headsprout Early Reading 74 Words and Concepts 74 WhisperPhone 75 Electronic Talking Books (ETB) 75 WEBTOOLS You Can Use in the Classroom 76 • How Family and Community Connections Encourage Oral Language Development 76 Parent Read-Alouds 76 Dialogue Reading for Parents Having Limited English or Reading Ability 77 Summary 79 Field and Classroom Applications 80 Recommended Resources 80 81 STANDARDS for Reading Professionals and Guiding Principles for Educators 82 • Early Reading Concepts, Skills, and Strategies 91 What Is Early Reading and How Do Young Children Become Readers? 91 What Does Research Say About the Essentials of Early Reading Instruction? 94 • Early Reading Classroom Assessment 95 Assessing Concepts About Print (CAP) 95 Assessing Phonemic Awareness 97 Assessing Letter Name Knowledge 99 • Evidence-Based Early Reading Instruction Practices 100 The Essentials of Early Reading Instruction 101 Print Concepts Instruction 101 Strategies for Teaching Young Children Concepts About Print 102 Phonological and Phonemic Awareness Instruction 106 Letter Name Instruction 111