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| Acknowledgments | |
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| Introduction: Running Records with Older Readers? | |
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| Background for Modified Running Records | |
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| They Really Want to Learn | |
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| Literacy in Every Classroom | |
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| Learning Gone Astray | |
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| Flight or Fight | |
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| Heavy Baggage to Unload | |
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| Where's the Time? | |
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| Teaching What All Must Learn | |
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| In This Text | |
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| The Bottom Line Is Comprehension | |
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| Speaking Words, Reading for Gist | |
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| Silent and Oral Reading | |
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| Reestablishing Comfort with Reading Aloud | |
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| Retelling Versus Question-and-Answer Exchanges | |
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| Getting to Comprehension | |
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| Taking a Running Record | |
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| The Modified Running Record Process | |
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| Taking Modified Running Records | |
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| Establishing Positive Pragmatic Influences | |
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| Modified Running Records | |
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| Overt Demonstration of Reading | |
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| One-Minute Reading Probe | |
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| Marking Codes | |
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| Recording Data During the Reading | |
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| Conclusions | |
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| Summary of Modified Running Record | |
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| Steps for Conducting a Modified Running Record | |
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| Completing the Record | |
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| Why Retelling? | |
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| The Retelling Performance | |
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| Retelling Completes the Record | |
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| Guiding the Retelling | |
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| Retelling Demonstrations: Showing and Practicing the Process | |
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| Conclusion: Persistence Pays Off | |
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| Investigating MRR Results: Pinpointing the Glitches | |
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| Analyzing MRR Results | |
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| Global Indicators of Successful Retelling | |
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| What Else Is Analyzed? Looking from Macro to Micro Aspects | |
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| In-the-Moment Feedback | |
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| Debriefing: Sharing Results with the Reader | |
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| Feeding Forward: Setting Goals | |
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| Quantifying and Qualifying Results | |
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| Fluency: A Critical Component for Success | |
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| Fluency | |
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| What Is Fluency? | |
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| Oral Reading Versus Silent Reading | |
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| Assessing Fluency | |
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| Miscues | |
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| CD Practice with Fluency | |
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| Miscues | |
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| Analyzing Miscues | |
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| Significant and Insignificant Miscues | |
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| Self-Corrected Miscues | |
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| Miscue Patterns | |
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| Where Do I Go from Here? | |
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| CD Practice-A Complete MRR | |
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| On the Way to Comprehension | |
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| Comprehension Processes | |
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| Irwin's Model | |
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| Whole to Part and Back to Whole | |
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| Active Engagement at the Global Level Before, During, and After Reading | |
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| Summary | |
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| Acting on Conclusions | |
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| Repairing the Glitches at the Micro and Integrative Levels | |
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| Recognizing Words and Chunking for Meaning | |
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| Instructional Caveat | |
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| Planning Interventions: Matching Instruction to Needs | |
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| Prior Word Knowledge or Word Schemata | |
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| If ... Then Scenarios for Problems at the Micro Level | |
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| If ... Then Scenarios at the Integrative Level | |
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| Summary | |
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| Repairing Glitches in Global Meaning Processing | |
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| Helping Readers Construct Deeper Meaning | |
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| If ... Then Scenarios for Problems at the Macro Level | |
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| If ... Then Scenarios for Problems at the Elaborative Level | |
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| If ... Then Scenarios for Problems at the Metacognitive Level | |
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| Strategies for Deep Understanding | |
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| Conclusion | |
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| Implementing Interventions | |
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| Finding Time | |
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| Using Portable Assessments to Inform Instruction | |
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| Monitoring Throughout Lessons | |
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| Working with Colleagues | |
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| Publicly Celebrating Success and Nudging Forward | |
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| Teaching Diagnostically, Teaching Differentially with Forward Vision | |
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| Afterword | |
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| References | |
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| Index | |