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Perspective | |
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Perspectives on Reading Instruction | |
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Perspectives on Improving Student Reading Performance | |
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Illustrations of the Four Orientations | |
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A Model of Reading Instruction | |
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The National Reading Panel (NRP) Report (2000) | |
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Direct Instruction Model | |
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Chall's Model of Reading Development | |
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Congruence of Our Direct Instruction Model, Chall's Six Stage Model, and the NRP Report | |
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Classroom Reading Instruction | |
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Instructional Materials | |
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Modifying Core Reading Programs for At-Risk Learners | |
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Assessment | |
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Organization of Instruction | |
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Delivery of Instruction | |
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Program Design | |
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Presentation Techniques | |
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Beginning Reading: The First Months of Instruction | |
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An Overview of Beginning Reading | |
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Phonics Instruction | |
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The Great Debate: Code-Emphasis vs. Meaning-Emphasis Programs | |
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Direct Instruction, Constructivist Approaches, and Systematic/Explicit Phonics Instruction | |
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Rationale for a Direct Instruction Approach | |
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Key Terminology | |
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An Overview of Decoding Instruction-Beginning Stage | |
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Phonemic Awareness and Alphabetic Understanding | |
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Phonemic and Phonological Awareness | |
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Preskills for Sounding Out Words | |
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Letter-Sound Correspondence | |
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Sequence | |
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Rate and Practice | |
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Procedure for Teaching Letter-Sound Correspondences | |
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Critical Behaviors | |
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Sounding Out Regular Words | |
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Scope and Sequence | |
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Teaching Procedures | |
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Word Lists | |
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Teaching Procedure for Sounding Out Words in Lists | |
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Passage Reading | |
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Sight-Word Reading | |
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Sight-Reading in Word Lists | |
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Passage Reading | |
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Individual Checkouts for Rate and Accuracy | |
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Diagnosis and Remediation | |
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Irregular Words | |
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When to Introduce | |
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Sequence | |
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Teaching Procedure | |
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Modified Introductory Format | |
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Facilitating Retention | |
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Vocabulary and Language Skills: Beginning Stage | |
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Vocabulary Teaching | |
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Language Skills | |
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Using Commercial and Teacher-Constructed Materials: Beginning Reading Stage | |
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Selecting Instructional Materials | |
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Classroom Instruction in Kindergarten | |
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Classroom Instruction in First Grade | |
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Technology | |
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Research on Beginning Reading Instruction | |
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Phonics Instruction | |
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Phonemic Awareness | |
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Key Phonics and Phonemic Awareness Studies in the NRP Report | |
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Specific Instructional Strategies | |
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Vocabulary and Language Skills | |
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Summary | |
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Decoding | |
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Overview of Decoding | |
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Decoding Instruction | |
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Phonic Analysis | |
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Structural Analysis | |
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Irregular Words | |
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Comprehension | |
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Phonic Analysis | |
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Words With Letter Combinations | |
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Words With a VCe Pattern | |
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Structural Analysis | |
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Words Formed by Adding Common Endings to Base Words That End With a Consonant | |
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Introducing Words Formed by Adding "ed" | |
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VCe Derivatives | |
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Y Derivatives | |
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Multisyllabic Words Formed With Prefixes and Suffixes | |
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Irregular Words: Primary and Intermediate Grades | |
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Systematic Introduction of Irregular Words | |
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Context as a Cue | |
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Fluency Instruction and Passage Reading | |
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Fluency | |
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Passage Reading | |
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Teaching Procedure | |
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Reading Outside School | |
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Comprehension | |
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Overview of Comprehension Instruction | |
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Vocabulary Instruction | |
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Indirect Vocabulary Learning | |
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Direct Vocabulary Learning | |
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Teaching Word-Learning Strategies | |
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Relation of Vocabulary Instruction to Improving Comprehension | |
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Summary | |
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Specific Comprehension Skills for the Early Primary Level | |
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Literal Comprehension | |
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Sequencing | |
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Summarization | |
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Specific Comprehension Skills for the Late Primary and Intermediate Levels | |
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Discriminating Literal and Inferential Questions | |
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Inference | |
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Prior Knowledge | |
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Sentence Structure | |
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Critical Reading | |
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Narrative-Comprehension Strategies | |
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Overview | |
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Story Selection | |
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Advanced Story-Reading Comprehension Strategy | |
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Direct Instruction in Content-Area Reading | |
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Characteristics of Expository Materials | |
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Content-Area Lessons | |
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Summary | |
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School and Classroom Implementation: Primary and Intermediate Grades | |
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Using Commercial Reading Materials: Late Primary and Intermediate Grades | |
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Constructing a Comprehensive Reading Program | |
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Using and Modifying Materials | |
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Screening and Placement Assessment at Beginning of the School Year | |
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Grouping and Placement | |
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Time for Instruction | |
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Adapting Instructional Materials to Meet Needs of At-Risk Students | |
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Corrective Readers | |
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Guidelines for Establishing a Comprehensive Program for Children Who Are Behind | |
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Constructing a Program for Children Reading Below Grade Level | |
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Commercial Materials for the Child Who Is Reading Below Grade Level | |
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Students With Limited English Proficiency | |
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Tutoring Programs | |
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Research on Fluency, Word Recognition and Decoding Skills, and Comprehension: Late Primary and Intermediate Grades | |
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Fluency | |
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Word Recognition and Comprehension | |
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Vocabulary Acquisition | |
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Text Organization and Reading Comprehension | |
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Metacognition and Reading Comprehension | |
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Summary | |
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Word Lists | |
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List of 400 Common Words | |
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Outline of Lessons for Beginning Phonics Program | |
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Basic Vocabulary for Beginning Readers and Suggestions for Assessing Student Knowledge | |
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References | |