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| Introduction | |
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| A Personal Perspective | |
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| The McGuffey Reading Center-University of Virginia | |
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| The Education of a Reading Clinician | |
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| Three Assumptions about the Reading Process | |
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| Organization of This Book | |
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| A Brief History of Informal Reading Diagnosis | |
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| A Look Back at Informal Reading Diagnosis | |
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| Word Recognition Inventories | |
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| Passage-Reading Inventories | |
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| Automaticity Theory | |
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| Validating Craft Knowledge | |
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| Method | |
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| Results | |
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| Diagnosing Reading Problems | |
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| Administering an Informal Reading Diagnosis | |
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| Assessing Word Recognition in Isolation | |
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| Rationale | |
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| Test Instrument | |
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| Administration | |
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| Scoring | |
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| Assessing Contextual Reading (Oral and Silent) | |
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| Rationale | |
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| Test Instrument | |
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| Administration | |
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| Scoring | |
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| Assessing Silent Reading | |
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| Assessing Spelling | |
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| Rationale | |
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| Test Instrument | |
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| Administration | |
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| Scoring | |
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| Adapting the Assessment for Beginning Readers | |
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| A First-Grade Reading Battery | |
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| Assessing the Emergent Reader | |
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| Interpretation of Reading Scores | |
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| The Case Summary Sheet | |
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| Interpretation of Scores: Set 1 (Easy Cases) | |
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| (Thomas-Fourth Grade) | |
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| (Jennie-Third Grade) | |
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| (Gregory-Sixth Grade) | |
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| Interpretation of Scores: Set 2 (More Difficult Cases) | |
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| (Nathan-Seventh Grade) | |
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| (Amanda-Fourth Grade) | |
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| (Dion-Fifth Grade) | |
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| Interpreting Scores from a First-Grade Reading Battery | |
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| (Rebecca-First Grade) | |
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| (Jose-Second Grade) | |
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| Beyond the Initial Reading Diagnosis | |
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| The Parent Interview | |
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| A Parent Interview Schedule | |
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| Diagnosis through Teaching | |
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| Pre- and Posttesting with an Informal Diagnostic Battery | |
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| Informal versus Standardized Tests | |
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| Correcting Reading Problems | |
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| Preventing Reading Problems in the Early Grades | |
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| Lesson Plans and Teaching Tools | |
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| A Toolbox for Tutoring Beginning Readers | |
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| Reading Materials | |
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| Book Characteristics By Level | |
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| Placing The Reader At The Correct Level | |
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| Teaching Techniques | |
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| Support Reading | |
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| Sight Vocabulary | |
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| Word Study | |
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| Writing | |
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| Case Studies | |
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| The Emergent Reader | |
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| The Preprimer Reader | |
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| The Primer Reader | |
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| Classroom Applications | |
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| Assessment | |
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| Addressing Individual Differences | |
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| Reading Materials | |
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| Instructional Procedures | |
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| Correcting Reading Problems in the Later Grades | |
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| Basic Teaching Strategies | |
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| A Toolbox for Tutoring Struggling Readers | |
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| Reading Materials | |
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| Teaching Techniques | |
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| Word Study | |
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| Comprehension | |
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| Fluency | |
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| Writing | |
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| Classroom Applications | |
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| Assessment | |
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| Instruction | |
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| Correcting Reading Problems in the Later Grades | |
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| Case Studies | |
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| Corrective Cases | |
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| Walter (Word Recognition Problem-Early) | |
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| Wendy (Word Recognition Problem-Late) | |
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| Cory (Comprehension Problem-Early) | |
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| Carol (Comprehension Problem-Late) | |
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| Faye (Fluency Problem-Early) | |
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| Frank (Fluency Problem-Late) | |
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| Severe Cases of Reading Disability | |
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| A Problem with Letters and Sounds | |
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| A Problem with Word Retrieval | |
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| A Problem with Patterning | |
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| Training Reading Teachers | |
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| Clinical Training for Teachers of Reading | |
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| The Goals of Clinical Training | |
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| The Practicum: A Context for Training Teachers of Reading | |
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| A Two-Course Clinical Sequence | |
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| Diagnosis and Correction Course | |
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| The Teaching Practicum | |
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| The Practicum and the Teacher in Training | |
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| The Practicum and the Reading Professor | |
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| The Fate of Clinical Training for Teachers of Reading | |
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| References | |
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| Reading Materials Cited in Text | |
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| Index | |