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| Preface | |
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| Introduction | |
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| Introducing the National Reading Panel Report | |
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| The Failure of the Reading First Initiative | |
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| Reading as a Sociopsycholinguistic Process | |
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| Teaching Phonics and Phonemic Awareness | |
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| Problems with Phonemic Awareness, Phonics, and Fluency in Reading First | |
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| Dissecting DIBELS | |
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| The Unwanted Demand for Fluency in DIBELS | |
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| Reading as a Cognitive, Constructive, and �Chaotic� Process | |
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| Definitions of Reading: They Make a Difference | |
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| The Importance of a Definition | |
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| Characterizing Reading and Reading Instruction | |
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| Activity 1 | |
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| Activity 2 | |
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| Activity 3 | |
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| For Further Exploration | |
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| Schemas and Transactions in the Reading Process | |
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| Comprehending and Learning to Read | |
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| The Meaning of Words and Sentences: A First Look | |
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| Schemas: What Are They? | |
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| Schemas in Reading | |
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| Schemas and Transactions | |
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| Pragmatics: Situational, Social, and Cultural Factors in Reading | |
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| Transactions Within the Language of the Text: Grammatical Signals | |
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| Surface Versus Deep Structure | |
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| Contrasting Models of Reading and Learning to Read | |
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| Comprehending Language in Reading | |
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| A skills View of Reading and Learning to Read | |
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| A Transactional, Sociopsycholinguistic View of Reading and Learning to Read | |
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| For Further Exploration | |
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| Contexts and Strategies in the Reading Process | |
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| The Varieties of Context: An Overview | |
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| Context Beyond the Sentence and the Text | |
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| Using Context to Determine Meaning and Acquire Vocabulary | |
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| Using Context to Identify Words | |
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| Context Within the Sentence | |
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| Language Cues and Reading Strategies | |
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| Context in Reading: Review and Preview | |
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| For Further Exploration | |
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| What Miscues Tell Us About Reading and Readers: Reciprocal Insights | |
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| Reading Proficiency and the Use of Context | |
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| Miscues on Basic Sight Words | |
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| Constructing Meaning and Reconstructing Text | |
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| Good Versus Less Proficient Readers' Use of Context | |
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| Why Not Word Identification? | |
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| Words as Symbols | |
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| Constructing Meaning Without All the Words | |
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| Constructing Meaning and Forgetting the Words | |
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| Implications for Understanding Dialect Miscues | |
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| Revaluing Readers | |
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| Review and Beyond | |
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| For Further Exploration | |
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| Word Perception in the Reading Process | |
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| The Eyes and the Brain | |
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| Parts of Words at Work | |
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| Activity 1 | |
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| Activity 2 | |
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| Activity 3 | |
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| Parts of Words in Review | |
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| How We Perceive Words | |
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| Activity 1 | |
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| Activity 2 | |
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| Syllables: A Perceptually Salient Unit | |
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| More on Reading by Analogy | |
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| The Role of Phonics Rules in the Reading Process | |
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| Word Parts and Word Perception in Review | |
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| Eye Movement and Eye Fixation Studies and the Perception of Words | |
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| Popular Claims by Oft-Cited Researchers | |
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| Eye Fixation Research | |
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| Proficient Reading: �Flow� Rather than �Fluency� | |
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| Toward a More Complete Model of the Reading Process | |
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| For Further Exploration | |
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| Understanding What Miscues Can Tell Us About Readers' Strategies | |
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| What We Can Learn by Analyzing Miscues | |
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| Miscue Markings | |
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| Substitution | |
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| Insertion | |
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| Omission | |
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| Partial | |
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| Reversal | |
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| Correction | |
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| Unsuccessful Attempt at Correction | |
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| Abandoning a Correct Response | |
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| Repetition | |
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| Pause | |
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| Sounding Out | |
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| Mumble | |
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| Miscues That Reflect Good Strategies | |
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| Miscues That Reflect Good Prediction | |
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| Miscues Involving Pronouns and Function Words | |
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| Miscues That Reflect Readers' Language Patterns | |
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| Immature Speech Pattern | |
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| Ethnic, Social, or Regional Dialect | |
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| ESL-Related and EFL-Related Miscues | |
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| Miscues That Result from Monitoring Comprehension | |
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| Restructurings | |
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| Regressions to Correct | |
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| Repetitions and Pauses | |
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| Miscues That Suggest Inefficient Reading | |
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| Overcorrection of Miscues | |
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| Miscues That Suggest Ineffective Reading | |
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| The Use of Graphic Cues in Relation to Other Cues | |
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| Effective Use of Graphic Cues Along with Other Cues | |
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| Underuse of Graphic Cues | |
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| Overuse of Graphic Cues and Underuse of Other Cues | |
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| Related but Different Approaches to Miscue Analysis | |
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| Miscue Analysis in the Goodman Tradition | |
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| Crucial Differences Between Miscue Analysis and Running Records | |
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| For Further Exploration | |
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| Analyzing Miscues and Looking for Patterns | |
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| Coding the Miscues | |
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| Analyzing, Coding, and Interpreting the Data from Tony's Miscues | |
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| Analyzing and Coding Tony's Miscues | |
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| Interpretation of Tony's Miscue Patterns | |
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| Another Way of Coding Tony's Miscues | |
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| Marking Miscues for Coding | |
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| How to Mark Miscues on the Selection Copy | |
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| General Principles and Procedures for Coding Miscues | |
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| Did the miscue reflect the speaker's ordinary speech patterns? | |
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| Did the miscue go with the grammar and meaning of what came before? | |
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| Did the miscue go with the grammar and meaning of what followed? | |
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| Did the miscue leave the essential meaning of the sentence intact? | |
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| Was the miscue corrected? | |
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| Was the miscue graphically similar? | |
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| Was the sentence, as the reader finally left it, semantically acceptable ivithin the whole original selection that was read? | |
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| Alternative Miscue Analysis Procedures and Forms | |
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| Analyzing Jay's Miscues | |
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| Interpretation of Jay's Miscue Patterns | |
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| For Further Exploration | |
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| Developing a Reader Profile: From Assessment to Instruction | |
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| The Reading Interview and the First Session | |
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| The Reading Interview | |
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| Preparing for and Conducting the First Session | |
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| Recording the Data from the Interview | |
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| Preparing for and Conducting the Second Session | |
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| Preparing for the Reading | |
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| Preparing for the Retelling and Extended Discussion | |
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| Preparing to Ask Questions About a Story | |
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| Conducting the Oral Reading and Retelling | |
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| Discussion | |
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| Recording the Retelling Data | |
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| Recording the Miscues on the Selection Copy | |
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| Coding the Miscues and Analyzing Patterns | |
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| Developing a Reader Profile: Tangling with the Messiness of Reality | |
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| The Reading Intervieiu | |
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| The Retelling and Discussion | |
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| Miscues, Miscue Patterns, and Reading Strategies | |
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| An Instructional Plan | |
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| Additional Forms for Recording Data | |
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| Other Aspects of a Reading Portfolio and Profile | |
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| For Further Exploration | |
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| Revaluing Readers, Retrospective Miscue Analysis, and Other Strategies for Helping Readers | |
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| Phonics, Words, and Reading | |
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| Efficient Reading and Fluency | |
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| Revaluing Readers | |
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| Erica: From Analysis to Assistance | |
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| Analyzing Erica's Miscues | |
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| Helping Erica Revalue Herself as a Reader | |
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| Retrospective Miscue Analysis | |
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| Teachers Choosing the Miscues for Discussion | |
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| Readers Selecting Their Own Miscues for Discussion | |
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| Retrospective Miscue Analysis with Pairs or Groups | |
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| The �Think-Aloud� Strategy | |
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| Helping Readers Develop Needed Concepts, Vocabulary, and Strategies | |
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| Extra Help Through Shared Reading and Constructive Reading Strategies | |
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| For Further Exploration | |
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| Appendix to Chapter 9: Matching Instniction to Readers' Varied Needs | |
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| Notes | |
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| References | |
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| Index | |