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| Preface | |
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| Language, Literacy, And The CLD Students | |
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| Interactive Literacy: Defining Literacy For CLD Students | |
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| Literacy Is Biographical | |
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| Literacy Is Fundamental | |
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| Literacy Is Research-Based | |
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| Essential Elements Of Literacy Development | |
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| The Theoretical Foundations of Reading | |
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| Reading the Symbols and Sounds of English: The Bottom-Up Reading Process Model | |
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| Literacy Instruction via the Bottom-Up Reading Process Model | |
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| Schematic Connections to Text: The Top-Down Reading Process Model | |
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| Literacy Instruction via the Top-Down Reading Process Model | |
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| Reading As a Circular Process: The Interactive Reading Process Model | |
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| Literacy Instruction via the Interactive Reading Process Model | |
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| Conclusion | |
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| Contextualizing Literacy Development For The CLD Student In The Grade-Level Classroom | |
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| The CLD Student Biography | |
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| The Sociocultural Dimension | |
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| Historical Background Of The Family | |
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| Literacy Resources | |
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| Perceptions | |
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| The Language Dimension | |
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| Transfer Theory | |
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| Stages Of Second Language Acquisition And CLD Student Literacy Development | |
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| The Academic Dimension | |
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| Prior Schooling | |
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| Academic Policy | |
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| The Cognitive Dimension | |
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| Cognition, Language, And Literacy Development | |
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| Culturally Relevant Texts: Making The Sociocultural Connection | |
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| Conclusion | |
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| Rethinking Phonemic Awareness: A Cross-Linguistic Transfer Perspective | |
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| Phonological Awareness And Cross-Language Transfer | |
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| Phonemic Awareness And Cross-Language Transfer | |
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| Contextualizing Phonemic Awareness Instruction | |
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| Phonemic Awareness Tasks: Identifying The Subtleties Of The English Language | |
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| Phoneme Isolation | |
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| Phoneme Identity | |
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| Phoneme Categorization | |
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| Phoneme Blending | |
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| Phonemic Segmentation | |
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| Phoneme Deletion | |
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| Phoneme Addition | |
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| Phoneme Substitution | |
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| Instructional Guidelines for Phonemic Awareness | |
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| Conclusion | |
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| Phonics: More Than The A, B, Cs of Reading | |
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| What Comes First: The Letters Or The Words | |
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| Phonics And Cross-Language Transfer | |
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| Contextualizing Phonics Instruction | |
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| Writing Your Own Script: Creating An Integrated Approach To Phonics Instruction | |
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| Phonics Knowledge Is Developmental | |
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| Phonics Instruction Is Integrated Into Beginning Reading And Writing Instruction | |
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| Phonics Knowledge Is Important Not For Itself But In Its Application | |
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| Strategic Knowledge Is Required To Use Phonics Concepts And Skills | |
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| Phonics Instruction Involves Teacher Decision-Making | |
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| Peers Teach Each Other Phonics As They Read And Write Side-By-Side | |
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| Integrated Phonics In A Second-Grade Classroom | |
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| Integrated Phonics In A Fourth-Grade Classroom | |
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| Conclusion | |
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| Vocabulary Development: A Framework For Differentiated And Explicit Instruction | |
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| Implications Of Approaches To Vocabulary Development | |
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| Current Approaches To Vocabulary Instruction | |
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| Reader-Based Instruction | |
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| Interactive Language Learning | |
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| Direct Instruction | |
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| Teaching Vocabulary Within A Linguistic And Cultural Context | |
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| The Cultural Biography Of The CLD Student: From The Known To The Unknown | |
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| Sociocultural Dimension | |
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| Linguistic Dimension | |
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| Preproduction | |
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| Early Production | |
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| Speech Emergence | |
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| Intermediate Fluency | |
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| Advanced Fluency | |
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| Academic Dimension | |
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| Bridging And Connecting Through Cognates | |
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| Cognitive Dimension | |
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| Situating Instruction Based On The CLD Student Biography | |
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| Vocabulary Selection | |
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| Before-The-Lesson Strategies: Tapping Into Prior And Background Knowledge To Bridge And Connect | |
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| Practicing And Applying Academic Vocabulary | |
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| Creating Interactive Learning Environments | |
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| Assessing CLD Students' Acquisition Of English Academic Vocabulary | |
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| Conclusion | |
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| Strategies-Based Comprehension Instruction: Linking The Known To The Unknown | |
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| Comprehension: Constructing Meaning From Text | |
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| Building From The Known To The Unknown | |
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| Schematic Connections In Practice | |
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| Putting Reading Comprehension Strategies Into Practice | |
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| Metacognitive Strategies - "Thinking About Our Thinking" | |
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| In My Head | |
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| True Or False? | |
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| Sticking To The Main Idea | |
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| Question Bookmark | |
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| Cognitive Strategies To Promote Reading Comprehension | |
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| SEA Box | |
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| Visualize-Interact-Predict (VIP) | |
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| 1, 2, 3 Imagery | |
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| Signature Lines | |
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| Story Retelling | |
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| Social/Affective Comprehension Strategies | |
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| Critical Questions | |
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| Through My Eyes | |
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| Conclusion | |
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| Fluency In Practice: More Than "Reading" The Text | |
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| Deep Constructs Of Fluency Development | |
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| The Multiple Dimensions Of Phonemic Awareness And Phonics | |
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| Decoding Through Cross-Language Transfer | |
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| Articulation Of Orthographic Cues | |
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| Prosidic Elements Of The English Language In Practice | |
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| Stressing The Important Sounds In Words | |
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| High Tones And Low Tones Of The English Language | |
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| Phrasing And Reading Fluency | |
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| The Role Of Vocabulary Knowledge | |
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| Automaticity Through Repeated Reading | |
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| Comprehension As The Key | |
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| Learning Strategies In Practice | |
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| Supporting Fluency Development Through Collaboration | |
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| Acting On Fluency: Readers' Theater For CLD Students | |
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| Choral Reading | |
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| Repeated Reading | |
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| Sustained Partner Reading | |
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| Conclusion | |
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| Implications Of Culture And Language In Writing | |
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| Differences Between Oral And Written Language Development | |
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| Teaching Writing In A Second Language | |
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| Discourse Patterns | |
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| Interactive + Direct Approaches To Teaching Writing To CLD Students | |
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| Getting Started: Beginning Writing | |
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| Interactive Spelling For CLD Students: From Individual To Cooperative Team | |
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| Assessing The Writing Of Second Language Learners: Looking for Strengths | |
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| Conclusion | |
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| Outside The Lines: Assessment Beyond The Politics Of High Stakes Tests | |
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| Overtested Without A Foundation | |
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| Authentic Assessment Defined | |
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| Authentic Reading Assessment (ARA) Within A CLD Context | |
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| Socioculturally Speaking | |
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| Language As A Cultural Response | |
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| Academic Considerations | |
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| Cognitive Pathways | |
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| Point Of Departure: Preinstructional ARA | |
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| Thinking, Learning, And Formative Assessment | |
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| Feedback In Formative Assessment | |
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| Questions As Tools In Reading Assessment | |
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| Putting The Pieces Together: Student Case Studies | |
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| Yamin: Where Am I? | |
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| So Yeong: Between Two Worlds | |
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| Conclusion | |
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| Inclusive Literacy Instruction for CLD Students | |
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| Setting The Goal: Standards-Driven Literacy Instruction | |
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| The Standards For English Language Arts | |
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| ESL Standards For Pre-K - 12 | |
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| Fidelity And The CLD Learner | |
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| Embedding Strategies In Your Existing Curriculum | |
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| Standards - Reading Programs - CLD Student Biography | |
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| Sociocultural Knowledge | |
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| Linguistic Knowledge | |
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| Academic Knowledge | |
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| Cognitive Knowledge | |
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| Conclusion | |
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| Glossary | |
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| References | |