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| Reading Instruction for Diverse Populations | |
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| Reading Instruction Past and Present: Theory and Approaches | |
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| Our Model: Research-Based, Culturally Responsive Reading Instruction | |
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| The Goal of Research-Based, Culturally Responsive Reading Instruction | |
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| Principles for Decision Making on Research-Based, Culturally Responsive Practice | |
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| Why This Book Now? | |
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| Cast of Characters | |
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| How Children Learn to Read | |
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| Theoretical Perspectives on Literacy Development | |
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| From Emergent to Conventional Literacy: Phases of Development | |
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| Reading Instruction That Matches Development | |
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| Children Who Struggle with Reading | |
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| Deficit Views of Children Who Struggle | |
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| So Why Do Some Children and Populations of Children Struggle with Reading? | |
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| Explanations for Group Differences | |
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| Schools and Teachers Affect Achievement Differences | |
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| Classroom Community and Discourse Practices in Research-Based, Culturally Responsive Classrooms | |
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| Creating a Culture of Care: The Class Meeting | |
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| The Reading Workshop: A Framework for Respectful, Rigorous Work | |
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| Dialogic Instruction: Using Talk to Learn | |
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| Attention to Language Differences | |
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| Word Study: Phonemic Awareness and Phonics | |
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| Research on Phonemic Awareness and Phonics | |
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| Principles for Teaching Phonemic Awareness and Phonics | |
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| Assessing Phonemic Awareness and Phonics | |
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| Strategies for Phonemic Awareness | |
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| Strategies for Phonics Instruction | |
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| Ward Study Programs and Other Excellent Resources | |
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| Phonemic Awareness, Phonics, and Culturally Responsive Teaching | |
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| Fluency | |
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| Research on Fluency | |
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| Principles for Teaching Fluency | |
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| Assessing Fluency | |
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| Matching Texts to Readers | |
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| Strategies for Teaching Fluency | |
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| Fluency Instruction and Culturally Responsive Teaching | |
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| Comprehension | |
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| Research on Comprehension Instruction | |
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| Principles for Teaching Comprehension | |
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| Assessing Comprehension | |
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| Research-Based Comprehension Reading Strategies | |
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| Comprehension within Culturally Responsive Reading Instruction | |
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| More Comprehension Tools: Vocabulary and the Instructional Conversation | |
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| Research on Vocabulary Learning and Instruction | |
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| Principles for Teaching Vocabulary | |
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| Assessing Vocabulary | |
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| Strategies for Teaching Vocabulary | |
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| The Instructional Conversation: Tool for Tackling Text | |
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| Vocabulary Instruction and Instructional Conversations in Culturally Responsive Classrooms | |
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| Writing | |
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| Research on Writing and Writing Instruction | |
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| Principles for Writing Instruction | |
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| The Writing Process: Nonlinear and Messy | |
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| Assessment of Writing | |
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| The Writing Workshop: Promises and Problems | |
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| Managing the Writing Workshop: Strategies in a Workshop Framework | |
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| Culturally Responsive Writing Instruction | |
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| New Literacies | |
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| Research on New Literacies | |
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| Principles for Teaching New Literacies | |
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| Assessment of New Literacies | |
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| Cool Tools: Strategies, Tools, and Activities with the Internet and ICTs | |
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| New Literacies and Culturally Responsive Instruction | |
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| Research-Based, Culturally Responsive Reading Instruction in Second Grade | |
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| My Day Begins | |
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| Journal Writing: 9:10-9:25 | |
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| Greeting: 9:25-9:35 | |
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| Word Wall: 9:35-9:50 | |
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| Shared Reading: 9:50-10:15 | |
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| Word Work: 10:15-10:30 | |
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| Guided Reading: 10:30-11:30 | |
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| Learning Centers: Making Independent Work Time Meaningful | |
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| Writing | |
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| Research Projects | |
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| End-of-Day Thoughts | |
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| Research-Based, Culturally Responsive Instruction in Second Grade | |
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| Research-Based, Culturally Responsive Reading Instruction in Fifth Grade | |
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| Morning Routines/Morning Meeting: 8:55-9:25 | |
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| Shared Reading (Whole-Group Instruction): 9:25-9:50 | |
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| Guided Reading (Small-Group Instruction and Literacy Stations): 9:50-10:50 | |
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| Word Work (Whole-Group Instruction/Conferences): 10:50-11:05 | |
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| Writing Workshop (Whole-Group Instruction/Writing Conferences): 11:05-11:45 | |
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| Reflections | |
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| Research-Based, Culturally Responsive Instruction in Fifth Grade | |
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| Family Involvement | |
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| Research on Family Involvement | |
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| Principles for Family Involvement | |
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| Strategies for Involving Families | |
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| "What If My Students Still Need Help?": Effective Reading Interventions | |
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| Why Children Still Struggle | |
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| Supplemental Instruction: The New Norm? | |
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| Response to Intervention | |
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| Research on Supplemental Reading Interventions | |
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| Principles for Reading Interventions | |
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| Effective Reading Interventions | |
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| Interventions and Research-Based, Culturally Responsive Teaching | |
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| Conclusion | |
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| Resources | |
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| References | |
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| Children's Literature Cited | |
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| Index | |