Literacy theory as practice : connecting theory and instruction in K-12 classrooms

목차 (Table of Contents)

• CONTENTS
• Foreword / Annemarie Sullivan Palincsar = xi
• Acknowledgments = xiii
• 1. Introduction = 1
• Conceptualizing Theory = 1
• Situating Praxis Within a Conceptual Continuum = 5
• Content and Organization of This Book = 7
• PART Ⅰ : INTRODUCTION TO THEORETICAL FRAMES OF READING AND LITERACY = 13
• 2. Correspondence Theories = 15
• Grounding Curricular Model : Heggerty's Phonemic Awareness Curriculum = 16
• Behaviorism = 17
• Information-Processing Theories = 21
• Stage Theories of Word Recognition and Spelling Development = 33
• Concluding Thoughts = 36
• 3. Coherence Theories, Take 1 : Cognitive Constructivism = 38
• Foundations of Cognitive Constructivist Theories = 39
• Grounding Curricular Model : Transactional Strategies Instruction = 40
• Schema Theory = 42
• Psycholinguistic Theory = 45
• Construction-Integration Model = 48
• Transactional／Reader Response Theory = 50
• Concluding Thoughts = 55
• 4. Coherence Theories, Take 2 : Social Constructivism = 57
• Vygotsky's Impact on Teaching and Learning = 57
• Grounding Curricular Model : Lucy Calkins's Units of Study for Writing = 60
• Sociocultural-Historical Theory = 62
• Sociolinguistic Theory = 66
• Emergent Literacy Theory = 70
• Concluding Thoughts = 73
• 5. Coherence to Incoherence : Social Constructionist Theories = 75
• Social Constructionism = 76
• Grounding Curricular Model : Youth Participatory Action Research = 78
• Critical Literacy Theory = 79
• New Literacy Studies = 83
• Multiliteracies／New Literacies Theory = 86
• Critical Sociocultural Theory = 89
• Critical Race Theory = 92
• Concluding Thoughts = 97
• PART Ⅱ : EXPLORING PRAXIS AND BRINGING THEORIES TO LIFE = 99
• 6. Cracking the Code : Skills Instruction and Developing Concepts of Literacy = 101
• Skills Instruction Across the K-12 Grade Span = 101
• Word Sorting in a 3rd-Grade Multilingual Classroom = 103
• Making Valentines at Home from Pre-K to 1st Grade = 109
• Manipulating Sentences in a 9th-Grade English Class = 114
• 7. Constructing Meaning with Texts = 121
• Fluency, Vocabulary, and Comprehension Instruction = 121
• Fluency Instruction with a 3rd-Grade Reader in a One-on-One Tutoring Context = 124
• Strategic Reading and Word Identification in a Literature Discussion Group = 129
• 8. Literature Discussion, Response, and Critique = 139
• Literature Discussion, Response, and Critique in K-12 Classrooms = 139
• Responding to Literature About Civil Rights in a 1st-Grade Classroom = 141
• Literature Discussion in an 11th-／12th-Grade Modern World Literature Class = 145
• Stepping into Another's Shoes in a 6th-Grade Language Arts Classroom = 151
• 9. Writing and Writing Development : Authoring Texts, Authoring Lives = 158
• Writing Instruction in K-12 Classrooms = 158
• Small Moments Writing in a 1st-Grade Monolingual Classroom = 160
• Autobiographical Writing in a 4th-Grade Bilingual Classroom = 166
• 10. Disciplinary Literacies in the Content Areas = 174
• Teaching Disciplinary Literacies = 174
• Charting Plant Growth in a 4th-Grade Bilingual Classroom = 176
• Researching Japanese Internment in a Culturally Diverse 10th-Grade History Class = 182
• 11. Teacher Inquiry and Praxis = 190
• One Teacher's Pedagogical and Theoretical Shifts Over Time = 190
• Teacher Inquiry = 193
• Concluding Thoughts : Praxis and Useful Inquiry = 197
• References = 199
• Index = 213
• About the Author = 226