| |
| |
About the Authors | |
| |
| |
Preface | |
| |
| |
Acknowledgments | |
| |
| |
| |
The Psychology and Psycholinguistics of Literacy Skills | |
| |
| |
| |
Introduction to Literacy Skills and Their Acquisition | |
| |
| |
What Are Literacy Skills? | |
| |
| |
When Are Literacy Skills Acquired? | |
| |
| |
Do All Children Acquire Reading Skills at the Same Rate? | |
| |
| |
What Factors Influence the Acquisition of Literacy Skills? | |
| |
| |
The Component Model of Reading | |
| |
| |
| |
The Psychology of Reading and the History of Literacy Instruction in the United States | |
| |
| |
The Psychology of Reading | |
| |
| |
History of Literacy Instruction in the United States | |
| |
| |
Approaches to Literacy Instruction: Today's Major Players | |
| |
| |
| |
The Psycholinguistics of Spoken Language | |
| |
| |
The Importance of a Knowledge of Linguistics | |
| |
| |
Linguistics and Psycholinguistics | |
| |
| |
Components of Spoken Language | |
| |
| |
The Influence of Language on Reading and Writing Skills | |
| |
| |
| |
The Psycholinguistics of Written Language | |
| |
| |
Basic Concepts Involved in the Study of Writing Systems | |
| |
| |
Origins and History of Writing Systems | |
| |
| |
Written Language Is as Natural as Spoken Language | |
| |
| |
Written Language Is Not Merely Speech Written Down | |
| |
| |
The Influence of Written Language on Spoken Language | |
| |
| |
| |
Development of Spoken and Written Language Skills | |
| |
| |
Prereading Skills: Print Awareness, Emergent Literacy, and Invented Spelling | |
| |
| |
Developmental Sequence of the Components of Spoken Language | |
| |
| |
| |
Literacy Instruction and Teaching Strategies | |
| |
| |
| |
Developing Basic Literacy Skills | |
| |
| |
Major Approaches to Beginning Literacy Instruction | |
| |
| |
Promoting Listening Comprehension Skills in Preschoolers | |
| |
| |
Strategies for Fostering Print Awareness | |
| |
| |
Strategies for Developing Phonological Awareness | |
| |
| |
Strategies for Developing Phonemic Awareness | |
| |
| |
Strategies for Introducing the Alphabetic Principle | |
| |
| |
What Does the Research Say? | |
| |
| |
| |
Strategies for Developing Decoding, Instant Word Reading, and Spelling Skills | |
| |
| |
Strategies for Developing Decoding and Word Recognition Skills | |
| |
| |
Instant Word Reading and Fluency | |
| |
| |
Instructional Programs for Teaching Children at Risk | |
| |
| |
Strategies for Promoting Spelling Skills | |
| |
| |
| |
Strategies for Developing Vocabulary Knowledge, Comprehension Skills, and Writing Skills | |
| |
| |
Encountering Words | |
| |
| |
Remembering Words | |
| |
| |
Promoting Reading Comprehension | |
| |
| |
Promoting Writing Skills | |
| |
| |
| |
Reading Disability and Attention-Deficit/Hyperactivity Disorder | |
| |
| |
Reading Disability: Medical Focus | |
| |
| |
Learning Disability: Educational Focus | |
| |
| |
Instructional Methods for Learning Disability | |
| |
| |
Inconsistent Attention as a Source of Reading Difficulties | |
| |
| |
| |
Assessment in Literacy Instruction | |
| |
| |
| |
Testing and Assessment of Literacy Skills | |
| |
| |
Testing and Assessment: What Is the Difference? | |
| |
| |
Controversy Over Testing | |
| |
| |
Tests | |
| |
| |
Assessment | |
| |
| |
References | |
| |
| |
Appendices | |
| |
| |
| |
Glossary | |
| |
| |
| |
Review of Selected Basal Readers | |
| |
| |
| |
Technology Assistance and Computer Use in Literacy Instruction | |
| |
| |
Author Index | |
| |
| |
Subject Index | |