Forming Minds: Delving Deeply into Reading and Writing Development
Edition: 1
Copyright: 2022
Pages: 162
Edition: 1
Copyright: 2022
Pages: 162
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Acknowledgments
About the Authors
Introduction
Chapter 1 – Some Necessary Basic Understandings
Asset-Based Approach
Balancing Literacy Instruction
Zone of Proximal Development
Scaffolding
Gradual Release of Responsibility
Chapter 2 – Comprehension from the Beginning
The Difference Between Word-Calling and Comprehension
The Strength of Multiple Cueing Systems
Surface-Level Comprehension Versus Deep Comprehension
Chapter 3 – The Importance of Fluency in Reading Comprehension
Teach for Fluency From the Beginning
When to Point and When to Read Without Pointing
Fast Reading Is Not Necessarily Fluent Reading
How to Break the Habit of Nonfluent Reading
Activities That Promote Fluent Reading
Chapter 4 – Assessment That Informs Instruction
Concepts About Print
Letter Identification
Word Identification
Sentence Dictation
Writing Task
Running Records
Incorporating the Running Record into Guided Reading Instruction
Chapter 5 – Selecting Appropriate Text
Leveled Text Versus Decodable Text
Chapter 6 – Teacher Actions That Lead to Strategic Reading Behavior
Prompting for Strategic Reading Behavior
Prompting for Visual Information
Multiple Types of Visual Information
Prompting for Meaning and Structure
Delving Deeper Into Structure
Prompting for Cross-Checking
The Importance of Self-Corrections
A Brief Note About Rereading
Teaching for Independence
Chapter 7 – Word Work That Connects With the Reading
Emergent
Learning Letters
Early
Transitional
Chapter 8 – Writing Instruction that Supports Reading Instruction
A Child’s Writing Is a Window Into Their Understanding of Text
Using What the Child Understands in Writing to Support Reading
Integrating Writing That Supports Reading Instruction
Benefits of Cutting Up a Sentence
Chapter 9 – Putting It All Together
Guided Reading
What Are the Other Children Doing While You Are Teaching Reading?
Ideas for Literacy Centers
Organizing the Centers
Classroom Management During Guided Reading
The Value of a Quality Classroom Library
Addressing THE TEST
Chapter 10 – Finding the Joy in the Reading Classroom
Activities to Bring the Excitement of Reading to the Classroom
Final Thoughts
Dr. Melinda Miller is a Professor at Sam Houston State University in Huntsville, Texas in the School of Teaching and Learning, where she has been on the faculty since 2001. She teaches literacy at the undergraduate, masters, and doctoral levels.
Melinda’s public school teaching experience includes 7 years of teaching as a Kindergarten, first, and second grade teacher, and 4 years of teaching as a Reading Recovery teacher and Reading Specialist. She received her undergraduate degree from the University of Texas at Austin in Elementary Education with a Kindergarten Endorsement. She graduated from Sam Houston State University with her master’s degree in Curriculum and Instruction with an emphasis in Reading, and she received her PhD from Texas A&M University in Curriculum and Instruction with an emphasis in Reading.
In addition to Finding the Magic, Melinda co-authored Reading and Writing with English Learners: A Framework for K-5 with Valentia Gonzalez. She has been an educational consultant with Seidlitz Education since 2015, and she has published over 50 articles about literacy education and has presented world-wide. Melinda lives in Huntsville with her husband, Marsh, and 3 dogs and 2 cats.