Table of Contents......Page 4
Study Tips......Page 9
Testing Tips......Page 12
Skill 1.1 Identify foundational theories and theorists of reading processes and development......Page 13
Skill 1.2 Identify instructional applications of theories of reading processes and development......Page 17
Skill 2.1 Identify the terminology and concepts of emergent literacy (e.g., oral language development, phonological awareness, alphabet knowledge, decoding, concepts about print, motivation, text structures, written language development)......Page 23
Skill 2.2 Identify instructional methods for developing emergent literacy......Page 24
Skill 2.4 Identify methods for prevention of and intervention for emergent literacy difficulties......Page 25
Skill 3.1 Identify the processes and skills (e.g., graphophonemic, morphemic, syntactic, semantic) effective readers use for word recognition......Page 29
Skill 3.2 Identify the phases of word recognition within the decoding process (i.e., pre-alphabetic, partial alphabetic, full alphabetic)......Page 33
Skill 3.3 Identify instructional methods for promoting the development of decoding and encoding skills......Page 43
Skill 4.1 Identify the components of reading fluency (i.e., accuracy, automaticity, rate, and prosody)......Page 51
Skill 4.2 Identify appropriate instructional methods for developing reading fluency (e.g., practice with high-frequency words, timed readings, repeated readings, read-alouds, choral reading, books on tape)......Page 52
Skill 5.1 Identify instructional methods and strategies to facilitate students’ reading comprehension (e.g., summarizing, monitoring comprehension, question answering, question generating, use of graphic and semantic organizers, recognizing story structure, and use of multiple strategy instruction.)......Page 53
Skill 5.2 Identify instructional methods and strategies to increase vocabulary acquisition (e.g., word analysis, choice of words, context clues, multiple exposures)......Page 56
Skill 5.3 Identify instructional methods and strategies for developing critical thinking (e.g., analysis, synthesis, evaluation)......Page 69
Skill 6.1 Identify instructional approaches and strategies for developing and using content area vocabulary......Page 71
Skill 6.2 Identify characteristics (e.g., cause and effect, time sequence, compare and contrast, lists) and features (e.g., index, glossary, subheading) of various informational text structures......Page 84
Skill 6.3 Identify instructional approaches and strategies for teaching study skills (e.g., note taking, summarizing, discussion, using reference materials, maps, and graphics)......Page 86
Skill 6.4 Identify instructional approaches and strategies for teaching functional literacy skills (e.g., reading labels, signs, newspapers, schedules)......Page 91
Skill 7.1 Identify the characteristics and elements of various literary genres and formats of prose and poetry (e.g., classics, multicultural literature, fables, legends, biographies)......Page 93
Skill 7.2 Identify appropriate criteria for choosing literature for students for specific purposes......Page 98
Skill 8.1 Choose appropriate methods (e.g., differentiating instruction, modifications, accommodations) for meeting reading needs of diverse individuals and groups......Page 100
Skill 8.2 Select appropriate resources to reflect and address student diversity in the classroom and community......Page 109
Skill 9.1 Identify measurement concepts, characteristics, and uses of norm-referenced, criterion-referenced, and performance-based assessments......Page 111
Skill 9.2 Identify appropriate oral and written methods for assessing individual student progress (e.g., informal reading inventories, fluency checks, think alouds, rubrics, running records, story retelling, and portfolios)......Page 113
Skill 9.3 Interpret assessment data (e.g., screening, progress monitoring, diagnostic) to guide instructional decisions......Page 117
Skill 9.4 Use individual student-reading data to differentiate instruction......Page 118
Skill 9.5 Evaluate the appropriateness (e.g., curriculum alignment, cultural bias) of assessment instruments and practices......Page 120
Skill 10.1 Identify criteria for selecting and evaluating both print and nonprint media (e.g., Internet, software, trade books, textbooks, DVDs, videos, interactive computing) for instructional use......Page 122
Skill 10.2 Identify appropriate use of print and nonprint media to match students’ needs and interests within the instructional unit.......Page 123
Skill 11.1 Identify the characteristics and purposes of various reading programs (e.g., core reading program, supplemental reading program, intensive intervention program)......Page 124
Skill 11.2 Identify appropriate classroom organizational formats (e.g., literature circles, small groups, individuals, workshops, reading centers, multiage groups) for specific instructional objectives......Page 125
Skill 11.3 Identify methods and strategies (e.g., explicit and systematic instruction, scaffolding, modeling) to integrate reading, writing, speaking, listening, viewing, and presenting across the curriculum......Page 126
Skill 11.4 Choose effective techniques (e.g., selecting text at the appropriate level, matching text to student interest) for improving attitudes toward reading and for motivating students to engage in reading events......Page 129
Skill 12.1 Identify characteristics (e.g., validity, reliability) of scientifically based reading research......Page 131
Skill 12.2 Identify findings from current reading research (e.g., National Reading Panel Report, Preventing Reading Difficulties in Young Children)......Page 133
Skill 12.3 Identify reliable sources of reading research (e.g., peer-reviewed journals, technical reports)......Page 135
Skill 12.4 Identify the purpose, procedure, and application of teacher action research......Page 136
Skill 13.1 Identify the purposes and practices for involving family members, community members, and other professionals in reading efforts......Page 137
Skill 13.2 Interpret reading information, regulations, and assessment data to administrators, staff members, policy makers, media, students, parents, and the community......Page 139
Skill 13.3 Use school-related data to identify the content and process of ongoing high-quality staff development......Page 141
Skill 13.5 Identify criteria for evaluating the effectiveness of a reading program......Page 142
Skill 13.6 Use school data and program-evaluation results to identify methods to modify and improve curriculum and instruction......Page 144
Skill 13.7 Determine effective methods for training and monitoring paraprofessionals, tutors, and volunteers......Page 145
GLOSSARY......Page 147
Directory of Theorists and Researchers......Page 158
BIBLIOGRAPHY OF PRINT RESOURCES......Page 164
TOOLS TO HELP YOU TEACH THE FOUNDATIONS OF READING AND TO SUCCEED IN CONSTRUCTED RESPONSE CERTIFICATION EXAMINATIONS......Page 178
Sample Test......Page 182
Answer Key......Page 213
Rigor Table......Page 214
Rationales with Sample Question......Page 215
Constructed Response Questions......Page 279
Tips and Reflections for tackling the Constructed Response Questions:......Page 283
Additional Professional Citations......Page 284
