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| Foundations of Literacy Instruction | |
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| Principles of Reading Instruction | |
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| A Message to Teachers-in-Training | |
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| The Reading Process | |
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| Underlying Theories | |
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| What Constitutes a Balanced Literacy Program? | |
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| What Are the Stages of Reading Development? | |
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| Principles of Reading Instruction | |
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| Summary | |
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| Bibliography | |
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| Teacher Effectiveness in a Balanced Literacy Program | |
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| Historical Overview | |
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| Major Efforts: Converging Evidence | |
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| Characteristics of Effective Literacy Instruction | |
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| Assessing Students' Reading | |
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| Explicit/Direct Instruction | |
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| Opportunity to Learn | |
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| Attention to Learning Tasks | |
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| Teacher Expectations | |
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| Classroom Management | |
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| Decision Making in Reading Instruction | |
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| Summary | |
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| Bibliography | |
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| Language: The Key to Literacy | |
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| Language and Reading and Writing | |
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| Recognizing Words | |
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| Constructing Meaning | |
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| Oral Language and Reading | |
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| Balanced Reading Instruction That Builds on Oral Language | |
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| Contextualized Language | |
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| Structure of Language | |
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| Terms Associated with Phonology | |
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| Terms Associated with Meaning Features of Language | |
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| Terms Associated with Structural Features of Language | |
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| Language Variations | |
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| Culturally and Linguistically Diverse Learners | |
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| The Reading and Writing Connection | |
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| Interactive Features of Reading and Writing in Constructing Meaning | |
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| Considerations for a Language-rich Classroom Environment | |
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| Classroom Centers | |
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| Reading Activities and Instructional Opportunities in a Language-rich Environment | |
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| Writing Activities and Instructional Opportunities in a Language-rich Environment | |
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| Summary | |
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| Bibliography | |
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| Emergent Literacy | |
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| The Concept of Emergent Literacy | |
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| Characteristics of Emergent Literacy | |
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| Variations in Children's Literacy Experiences | |
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| Acquiring Concepts About Print: Home-School Connections | |
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| Environmental Print | |
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| Art and Play Activities | |
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| Print Concepts Associated with Decontextualized Language | |
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| Print Is Meaningful | |
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| Language Used to Talk About and Teach Literacy | |
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| Phonemic Awareness | |
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| Instructional Features of Early Literacy and Beginning Literacy Programs | |
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| Language-Based Reading and Writing Instruction | |
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| Play and Learning Centers | |
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| Reading and Writing Centers | |
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| Thematic Units for Writing and Reading Activities | |
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| Literature, Book, and Writing Activities | |
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| Poetry in the Literacy Program | |
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| Reading Aloud and Telling Stories | |
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| Explicit/Direct Instructional Activities | |
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| Guided Reading | |
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| Listening Capabilities | |
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| Visual Discrimination | |
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| Phonemic Awareness | |
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| Visual and Auditory Integration | |
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| Phonics | |
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| Building Background Knowledge and Fostering Reading Comprehension | |
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| Assessing Emergent Literacy | |
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| Information from Parents | |
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| Observing Children's Literacy Behaviors | |
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| Classification Scheme for Assessment of Emergent Reading and Writing | |
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| Language-Based Assessment Techniques | |
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| Using Assessment Information | |
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| Summary | |
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| Bibliography | |
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| Teaching Students to Become Strategic Readers | |
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| Word Identification | |
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| Word-Identification Strategies | |
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| Integration in Authentic Reading Situations | |
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| Five Major Instructional Tasks | |
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| Sight Vocabulary | |
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| Names | |
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| Picture Dictionaries | |
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| Reporters' Questions | |
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| Position Words | |
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| Words Often Confused | |
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| Scrambled Sentences | |
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| Classification | |
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| Phonics | |
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| Importance of Phonic Instruction | |
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| Tasks in Phonics | |
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| Phonic Instruction | |
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| Teaching Methods | |
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| Explicit/Direct Teaching of Phonics | |
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| Word Sorts | |
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| Developing Fluency | |
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| Practical Techniques for Developing Automaticity or Fluency | |
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| Repeated Readings | |
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| Phrase Reading | |
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| Readers Theatre | |
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| Structural Analysis | |
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| Inflectional Endings | |
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| Prefixes and Suffixes | |
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| Compound Words | |
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| Contextual Analysis | |
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| Syntactic Clues | |
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| Semantic Clues | |
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| Contextual-Analysis Instruction | |
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| Dictionary Instruction | |
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| Summary | |
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| Bibliography | |
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| Meaning Vocabulary | |
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| Vocabulary Knowledge and Reading | |
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| Language Development and Word Meanings | |
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| Vocabulary Growth | |
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| Vocabulary and Concept Development | |
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| Explicit Vocabulary Instruction | |
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| Concept Wheel/Circle | |
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| Semantic Mapping | |
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| Concept of Definition | |
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| Webbing | |
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| Semantic-Features Analysis | |
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| Teaching Relationships Among Words | |
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| Word-Association Vocabulary Instruction | |
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| Contextual Approaches | |
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| Modeling Application/Contribution of Context to Word Meaning | |
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| Different Meanings for the Same Word | |
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| Homonyms | |
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| Language-Based Approaches | |
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| Independent Reading Programs | |
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| Poetry Writing | |
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| Writing: Journals, Diaries, and Response Journals | |
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| Student-Compiled Dictionaries | |
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| Summary | |
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| Bibliography | |
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| Comprehension | |
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| Conceptualizations of Reading Comprehension | |
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| The Interactive View | |
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| Schema Theory | |
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| What to Teach | |
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| Determining Importance | |
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| Summarizing Information | |
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| Drawing Inferences | |
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| Generating Questions | |
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| Monitoring Comprehension | |
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| Questioning Strategies to Promote Comprehension and Understanding | |
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| Literal Questions | |
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| Inferential Questions | |
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| Helping Students Develop Comprehension Strategies (Question-and-Answer Relationships) | |
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| Teacher Responses/Wait-Time | |
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| Explicit/Direct Comprehension Instruction | |
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| Rethinking Explicit/Direct Instruction | |
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| Modeling | |
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| Scaffolding | |
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| Effective Explicit/Direct Comprehension Instruction Guidelines | |
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| Example of Explicit/Direct Comprehension Instruction | |
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| Determining What Is Important | |
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| Modifying Explicit/Direct Reading Instructional Activities | |
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| Anticipation Guides | |
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| Developing Fluency | |
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| Story Schema | |
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| Setting | |
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| Theme | |
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| Plot | |
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| Resolution | |
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| Guidelines for Teaching Story Structure | |
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| Story Mapping | |
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| Visual Displays of Texts | |
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| Discussion Webs | |
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| Reciprocal Teaching | |
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| Literature Circles | |
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| Oral Language, Readers' Theater, and Visual Arts | |
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| Oral-Language Interactions | |
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| Readers' Theater | |
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| Visual Arts | |
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| The Reading and Writing Connection | |
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| Probable Passages | |
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| Thinking and Writing About What Students Read | |
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| Developing the Reader-Writer Relationship | |
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| Comprehension Activities | |
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| Summary | |
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| Bibliography | |
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| Implementing a Literacy Program | |
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| Instructional Approaches for Teaching Literacy | |
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| Knowing Multiple Ways to Teach for a Balanced Approach | |
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| Background Knowledge | |
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| Basal Readers | |
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| Design and Content | |
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| Advantages of Basal Series | |
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| Today's Newer Basals | |
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| Teacher's Editions | |
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| Practice Materials | |
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| Guided Reading | |
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| Guided Reading Plan | |
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| A Critical View | |
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| Going Beyond the Basal | |
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| Instructional Procedures | |
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| The Language-Experience Approach (LEA) | |
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| Features of the LEA | |
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| Expansions and Variations of the Language-Experience Approach | |
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| Use of Technology in Literacy Instruction | |
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| Software Programs | |
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| Computer-Based Multimedia | |
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| Software Evaluation | |
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| Instructional Principles | |
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| Summary | |
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| Bibliography | |
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| Literature-Based Reading Programs | |
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| Literature-Based Reading Programs | |
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| The Literature and Reading Connection | |
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| Selecting Literature | |
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| Sources | |
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| Evaluation Criteria | |
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| Developing Literary Enjoyment and Appreciation | |
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| Oral Reading to Students | |
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| Recreational-Reading Groups | |
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| Reader Response Groups | |
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| Developing Reading Skills Through Literature | |
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| Using Predictable Books | |
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| Increasing Vocabulary Knowledge Through Literature | |
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| Semantic Mapping and Vocabulary Development | |
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| Developing Understanding of Literary Elements | |
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| Semantic Mapping | |
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| Plot Structures | |
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| Modeling Literary Analysis | |
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| Summary | |
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| Bibliography | |
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| Content-Area Reading | |
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| Major Goals and Trends in Content Reading | |
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| Content-Oriented Literature | |
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| Integrating Writing in the Content Areas | |
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| Integrating Comprehension Strategies | |
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| Primary-Grade Emphasis | |
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| Expository Text | |
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| Organizational Structures | |
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| Readability | |
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| Components of Content Reading | |
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| Vocabulary Development | |
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| Studying Strategies | |
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| Reading and Study Skills | |
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| Collecting, Analyzing, and Criticizing Data | |
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| Summary | |
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| Bibliography | |
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| Literacy Assessment | |
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| Meeting Individual Needs | |
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| Differentiated Instruction | |
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| Forms of Assessment | |
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| Standardized Tests | |
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| Typical Features | |
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| Norm-Referenced Tests | |
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| Criterion-Referenced Tests | |
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| Diagnostic Tests | |
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| Cautions About Standardized Tests | |
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| Informal Assessment | |
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| Teacher Observation/Kid Watching | |
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| Assessment Materials That Accompany Published Reading Materials | |
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| Informal Reading Inventories | |
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| Running Records | |
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| Cloze Procedure | |
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| Authentic Assessment/Performance-Based Assessment | |
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| Rubrics | |
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| Anecdotal Records | |
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| Response Journals | |
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| Portfolios | |
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| Summary | |
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| Bibliography | |
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| Classroom Management and Organization | |
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| The Importance of Classroom Management | |
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| Preventative Classroom Management | |
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| Grouping for Instruction | |
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| Large Groups | |
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| Small Groups | |
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| Paired/Peer Groups | |
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| Skill Groups | |
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| Interest Groups | |
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| Research Groups | |
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| Cooperative Groups | |
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| Ability Groups | |
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| Organizing a Class for Instruction | |
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| Alternative Management Approaches | |
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| The Ungraded School | |
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| The Integrated Unit | |
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| Individualized Reading | |
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| Practices | |
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| Problems | |
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| Applications | |
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| Summary | |
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| Bibliography | |
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| Focus on All Learners | |
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| Accepting Difference | |
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| Cultural and Linguistic Diversity | |
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| Early Reading Approaches for Culturally and Linguistically Diverse Students | |
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| Academic Early Reading Intervention | |
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| Approaches to Teaching Reading and Writing to Culturally and Linguistically Diverse Students | |
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| The Language-Experience Approach | |
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| An Integrated Language Approach | |
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| The Literature-Based Reading Approach: Integrating Multiethnic Literature | |
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| The Oral Reading Approach | |
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| The Basal Reader Approach | |
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| The Dual-Language Reading Approach | |
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| Expanding and Developing Meaning Vocabulary | |
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| Special Students | |
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| Mainstreaming | |
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| Inclusion | |
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| The Individualized Education Plan | |
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| Attention-Deficit Hyperactivity Disorder | |
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| Gifted Students | |
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| Summary | |
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| Bibliography | |
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| Appendix | |
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| Glossary | |
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| Index | |