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| Word Recognition: Looking Back to Move Forward | |
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| Understanding the Past | |
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| Colonial Times | |
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| The Modern Era | |
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| The Distant Past | |
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| The Not-So-Distant Past | |
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| Current Day | |
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| Understanding Issues with Word Recognition | |
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| Stages of Word Recognition | |
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| Ehri and McCormick | |
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| Stahl | |
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| Juel | |
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| Frith | |
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| Bear, Invernizzi, Templeton, Johnston | |
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| Evidence-Based Reading Instruction | |
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| Word Recognition Strategies | |
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| Summary | |
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| Review Questions | |
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| The English Sound System: Consonants | |
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| Understanding Consonants | |
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| Fricatives and Affricates | |
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| Stops | |
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| Nasals | |
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| Glides | |
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| Liquids | |
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| Consonants Representing One Sound | |
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| Consonants with More Than One Sound | |
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| The Letter c | |
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| The Letter g | |
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| The Letter s | |
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| The Letter x | |
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| Consonant Digraphs | |
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| The Unique h Digraphs | |
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| Digraphs with a First Silent Letter | |
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| Special Combinations | |
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| Consonant Blends | |
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| Two-Consonant Beginning Blends | |
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| Three-Consonant Beginning Blends | |
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| Ending Blends | |
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| Two-Consonant Final Blends | |
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| Three-Consonant Final Blends | |
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| Phonograms | |
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| Summary | |
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| Review Questions | |
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| The English Sound System: Vowels | |
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| Understanding Vowels | |
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| The Single Vowels a, e, i, o, u, and the Schwa | |
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| The Short Vowel Sound | |
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| The Long Vowel Sound | |
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| Special Vowel Sounds | |
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| The Schwa | |
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| Final Unpronounced Letter e | |
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| Vowel Digraphs and Diphthongs | |
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| Vowel Digraphs and Diphthongs That Begin with a | |
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| Vowel Digraphs with e | |
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| Vowel Digraph with i | |
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| Vowel Digraphs and Diphthongs with o | |
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| Vowel Diphthongs Encoding [Characters not reproducible] | |
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| The Letters y and w | |
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| y as a Consonant and Vowel | |
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| w as a Consonant and Vowel | |
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| r-Controlled Vowels | |
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| r with Single Vowel Letters | |
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| r with Vowel Digraphs | |
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| Special Combinations That Decode as /sh/ | |
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| Six Major Syllable Patterns | |
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| Summary | |
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| Review Questions | |
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| Prerequisites to Phonics Instruction | |
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| Alphabet Knowledge | |
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| Alphabet Knowledge Instruction | |
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| Assessing Alphabet Knowledge | |
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| Phonological Awareness | |
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| Phonological Awareness Tasks | |
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| Phonemic Awareness | |
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| Phonological Awareness Instruction | |
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| Sentence Level | |
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| Word Level | |
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| Matching Rhymes | |
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| Generating Rhymes | |
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| Syllable Level | |
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| Onset and Rime Level | |
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| Phoneme Level | |
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| Blending | |
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| Segmenting | |
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| Addition, Deletion, and Substitution | |
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| Elkonin Boxes | |
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| Picture Files | |
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| Picture Sorts | |
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| Implicit or Explicit Instruction | |
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| Teaching English Language Learners | |
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| Summary | |
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| Review Questions | |
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| Sight Words | |
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| Organizing Sight Words | |
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| Basic Sight Words | |
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| Dolch | |
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| Fry | |
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| Harris-Jacobson | |
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| Content-Specific Sight Words | |
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| Signal Sight Words | |
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| Selecting Sight Words | |
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| Strategies for Teaching Sight Words | |
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| Explicit Instruction | |
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| Whole-Part-Whole Approach | |
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| Part-Whole Approach | |
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| Associative Learning Strategy | |
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| Word Walls | |
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| Flashcards | |
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| Word Banks | |
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| Word Sorts | |
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| Word Ladders | |
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| Games | |
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| Technology | |
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| Quick Activities for Reinforcement | |
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| Troublesome Sight Words | |
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| Sight-Word Storehouse | |
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| Summary | |
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| Review Questions | |
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| Phonics | |
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| Understanding Phonics | |
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| Teaching Approaches | |
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| Explicit Approach (Synthetic, Deductive) | |
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| Implicit Approach (Analytic, Inductive) | |
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| Analogy Approach (Linguistic, Word Family) | |
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| Embedded Approach | |
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| Modified Whole/Part/Whole Approach | |
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| Teaching Activities | |
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| Teacher-Designed Materials | |
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| Games | |
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| Puzzles | |
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| Manipulatives | |
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| Materials Inundation | |
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| Guidelines for Teaching Phonics | |
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| Questions Teachers Ask Concerning Teaching Phonics | |
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| Assessing When the Decoding Process Breaks Down | |
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| Spelling: Its Relationship to Word Recognition | |
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| Teaching Spelling: A Balanced Approach | |
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| Direct Teaching | |
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| Activities to Reinforce Spelling | |
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| Finger Spelling | |
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| Making Words | |
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| Classroom Spelling Explorations | |
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| Spelling Dictionaries | |
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| Summary | |
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| Review Questions | |
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| Structural Analysis | |
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| Components of Structural Analysis | |
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| Compound Words | |
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| Activities for Teaching Compound Words | |
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| Contractions | |
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| Prefixes, Roots, and Suffixes | |
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| Prefixes: Definitions and Dilemmas | |
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| Roots and Suffixes | |
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| Further Complexities of Affixed Words | |
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| Spelling and Suffixes | |
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| Affix Lists | |
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| Turning Incorrect Answers into Learning Experiences | |
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| Activities with Affixed Words | |
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| Guidelines for Teaching Affixed Words | |
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| Questions Teachers Ask About Roots and Affixes | |
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| Syllabication | |
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| Dividing Words into Syllables | |
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| Teaching Syllabication | |
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| Activities for Teaching Syllabication | |
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| Summary | |
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| Review Questions | |
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| Context Clues | |
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| Examples of Context Clues | |
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| Direct Explanation or Definition Clue | |
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| Experience Clue | |
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| Words in a Series | |
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| Restatements | |
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| Comparison and Contrast | |
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| Inference | |
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| Appositive or Parenthetical | |
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| Synonyms | |
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| Advantages and Limitations of Using Context Clues | |
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| Advantages | |
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| Limitations | |
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| Guidelines for Teaching Context Clues | |
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| Students and Sentence Clues | |
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| Students' Dos and Don'ts | |
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| Do... | |
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| Don't Depend Completely on Context... | |
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| Strategies for Teaching Context Clues | |
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| General Strategy | |
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| SCANR | |
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| Think-Alouds | |
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| Modification of QAR | |
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| Right There (Clue is Right Next to Unknown Word) | |
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| Think and Search (Clue is in the Vicinity) | |
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| On Your Own (Prior Knowledge is Required to Identify Meaning) | |
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| Guided Practice | |
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| Activities for Teaching Context Clues | |
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| The Struggling Reader | |
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| Summary | |
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| Review Questions | |
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| The Dictionary | |
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| Understanding a Dictionary Entry | |
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| Skills Needed to Use the Dictionary | |
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| Location Skills | |
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| Alphabetizing Skills | |
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| Guide Words | |
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| Pronunciation Skills | |
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| Pronunciation Key and Stress Marks | |
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| Phonetic Spelling and Pronunciation | |
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| Meaning Skills | |
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| Word Meaning Skills | |
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| Word Meaning Practice | |
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| Motivating Students to Use the Dictionary | |
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| The Problem with Dictionaries | |
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| When to Use the Dictionary | |
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| Selecting Dictionaries | |
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| Picture Dictionaries (Pre-School) | |
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| First Dictionaries (Kindergarten to Grade Three) | |
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| Grade Three to Six Dictionaries | |
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| Grade Six to Nine Dictionaries | |
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| High School Dictionaries | |
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| Adult Dictionaries | |
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| College or Desk Dictionaries | |
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| Comprehensive Dictionaries | |
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| Unabridged Dictionaries | |
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| Online Dictionaries | |
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| Specialized Dictionaries | |
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| English Language Learner Dictionaries | |
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| Summary | |
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| Review Questions | |
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| Building Fluency Through Word Recognition | |
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| Word Recognition Strategy Instruction | |
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| The Helping Hand: An Aid for Word Recognition | |
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| Frame It | |
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| Phonic It | |
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| Bleep It | |
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| Part It | |
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| Consult It | |
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| Integrated Processing | |
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| Dissect | |
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| Helping Students Develop Flexibility | |
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| Assessing Word Recognition Skill | |
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| Developing Fluency | |
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| Fluency Development Lesson | |
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| The Imitative Method | |
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| Neurological Impress Method | |
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| Repeated Readings | |
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| Student Sharing | |
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| Choral Reading | |
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| Echo Reading | |
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| Paired or Partner Reading | |
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| Assisted Reading | |
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| Readers' Theater | |
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| Technology-Assisted Reading | |
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| Shared Reading | |
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| Evaluating Fluency | |
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| Guidelines for Word Recognition Materials and Activities | |
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| Do-it-Yourself Materials and Activities | |
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| Using Cereal Boxes | |
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| Sports Names | |
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| Wordsplash | |
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| Technology | |
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| Type I Software | |
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| Type II Software | |
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| Story Software | |
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| Websites | |
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| Summary | |
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| Review Questions | |
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| Answers to Quick Self-Checks | |
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| Example Word Lists | |
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| Phonogram List | |
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| Tests | |
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| Basic Sight Words for Older Readers | |
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| Forms for Evaluating Materials and Websites | |
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| Glossary | |
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| References | |
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| Index | |