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| Foundations of Remedial and Clinical Reading Instruction | |
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| Basic Concepts and Definitions in Reading | |
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| Types of Reading Programs | |
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| Developmental Reading Programs | |
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| Corrective Reading Programs | |
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| Remedial Reading Programs | |
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| Clinical Reading Programs | |
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| Other Reading Programs | |
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| Roles of Reading Teachers | |
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| Assessment and Instructional Tasks | |
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| Leadership Tasks | |
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| Other Important Definitions | |
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| Disabled Reader | |
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| Learning Disability | |
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| Dyslexia | |
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| The Incidence of Reading Disability | |
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| Milestones in the History of Remedial and Clinical Reading Instruction | |
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| Models of the Reading Process | |
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| Cognitive-Processing Models | |
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| A Sociocognitive-Processing Model | |
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| A General Learning Theory | |
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| Conclusion | |
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| Reflections | |
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| Causes and Correlates of Individual Differences in Reading Ability: Part I | |
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| Physiological Factors | |
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| Sensory Impairments | |
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| Neurological Difficulties | |
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| Hereditary Factors | |
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| Emotional Factors | |
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| Case Study 2-1 | |
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| Sociocultural Factors | |
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| Socioeconomic Status | |
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| Ethnic and Racial Identification | |
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| Culturally Determined Gender Roles | |
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| Conclusion | |
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| Reflections | |
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| Causes and Correlates of Individual Differences in Reading Ability: Part II | |
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| Educational Factors | |
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| Lack of Research Information | |
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| Lack of Time on Task | |
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| Inappropriate Instructional Materials and Techniques | |
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| Features of Successful Reading Programs | |
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| Cognitive Factors | |
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| Intelligence | |
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| Preferred Learning Modality | |
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| Left and Right Brain Hemispheric Functioning | |
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| Memory | |
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| Other Cognitive Processes | |
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| Language Factors | |
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| Phonemic Awareness | |
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| Oral Language Knowledge | |
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| A Call for Preventive Measures | |
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| Reading History | |
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| Conclusion | |
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| Reflections | |
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| Assessment | |
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| Assessment for Identification of Reading Problems | |
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| Some General Issues Related to Assessment | |
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| Formal Testing Versus Informal Testing | |
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| High-Stakes Testing Versus Low-Stakes Testing | |
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| Appropriate Interpretation of Test Scores | |
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| Issues Related to Formal Assessment | |
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| Judging the Merits of Test Quality | |
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| Advantages of Standardized Tests | |
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| Disadvantages of Standardized Tests | |
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| Using Standardized Tests With Students Who Speak Nonstandard Dialects and Those With Limited English Proficiency | |
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| Steps in Assessment for Identification | |
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| Assessing Potential | |
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| An Assessment Case STudy | |
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| Assessing Present Reading Achievement | |
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| Standardized Test Scores: To Convert or Not to Convert | |
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| Computing the Discrepancy Between Potential and Achievement | |
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| Conclusion | |
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| Reflections | |
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| Assessment for Verifying General Reading Levels | |
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| Informal Reading Inventories | |
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| How Did Our Case Study Student Fare on the IRI? | |
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| Using an IRI to Analyze Specific Strengths and Weaknesses | |
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| Issues Related to Informal Assessment Using IRIs | |
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| Advantages of Informal Inventories | |
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| Disadvantages of Informal Inventories | |
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| Test Instruments Similar to IRIs | |
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| Cloze Tests | |
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| Preparing a Cloze Test | |
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| Administering a Cloze Test | |
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| Scoring a Cloze Test | |
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| Advantages of Cloze Tests | |
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| Disadvantages of Cloze Tests | |
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| Computer-Administered Tests | |
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| Daily Observations | |
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| Oral Reading | |
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| Conclusion | |
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| Reflections | |
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| Assessment for Identifying Specific Strengths and Weaknesses in Reading: Part I | |
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| Assessing Prereading Concepts | |
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| Assessing Phonemic Awareness | |
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| The Yopp-Singer Phoneme Segmentation Test | |
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| The Bruce Phoneme Deletion Test | |
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| Using a Student's Own Dictated Story for Assessment | |
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| Assessing Knowledge of Basic Sight Vocabulary | |
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| A Contextual Test of Sight Vocabulary | |
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| A Context-Free Test of Sight Vocabulary | |
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| Assessing Knowledge of Word Identification Strategies | |
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| Formal Measures | |
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| Informal Measures | |
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| Using the Reading Miscue Inventory | |
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| Running Records | |
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| Writing Assessment | |
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| Spelling Development | |
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| Reading and Spelling Connections | |
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| Assessing Knowledge of Word Meanings | |
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| Formal Measures | |
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| Informal Measures | |
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| Conclusion | |
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| Reflections | |
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| Assessment for Identifying Specific Strengths and Weaknesses in Reading: Part II | |
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| Assessing Comprehension | |
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| Using Conventional Tests | |
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| Developing Teacher-Constructed Instruments and Procedures | |
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| Assessing Metacognition | |
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| Metacognitive Awareness | |
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| Monitoring | |
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| Strategy Use | |
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| Assessing Reading Rate | |
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| Formal Measures | |
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| Informal Measures | |
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| Assessing Attitudes and Interests | |
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| Measuring Attitudes Toward Reading | |
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| Measuring General Interests | |
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| Obtaining Background Information About the Student | |
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| Performance Assessment | |
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| Classroom Observation | |
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| Process Assessment | |
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| Portfolio Assessment | |
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| Case Study 7-1 | |
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| Assessment Procedures That Are Not Useful | |
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| Conclusion | |
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| Reflections | |
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| Instructional Interventions | |
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| Important Principles of Remedial and Clinical Reading Instruction | |
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| Principles | |
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| Begin Early | |
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| Consider the Benefits of One-to-One Tutoring | |
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| Take Into Account the Effects of the Teacher's Instructional Actions During Group Learning | |
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| Provide Opportunities for Collaborative Learning | |
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| Consider the Implications of Independent Work | |
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| Consider Time on Task | |
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| Let the Students Read | |
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| Encourage Outside Reading | |
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| Incorporate High-Quality Literature Into the Program | |
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| Model Effective Reading Behaviors | |
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| Stimulate Motivation and Engagement | |
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| Cooperate With the Classroom Teacher | |
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| Enlist Parent Involvement | |
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| Let Research Guide Your Instruction | |
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| Organizing and Managing Remedial and Clinical Reading Programs | |
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| Selecting Instructional Materials and Equipment | |
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| Organizing the Classroom or Clinic to Teach | |
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| Physical Organization | |
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| Learning Centers and Writing Centers | |
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| Bulletin Boards | |
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| A Pleasant Place to Learn | |
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| Planning Schedules for Instruction | |
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| Conclusion | |
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| Reflections | |
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| Word Recognition | |
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| The Importance of Recognizing Words at Sight | |
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| Sight Word Recognition in the Earliest Stages of Reading | |
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| Sight Word Recognition as a Prerequisite and Aid to Word Identification Strategies | |
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| Sight Word Recognition Promotes More Word Recognition | |
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| Sight Word Recognition and "Irregular" Words | |
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| Sight Word Recognition and Comprehension | |
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| Sight Word Recognition and Independent Reading Ability | |
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| Sight Word Recognition and Interest in Reading | |
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| Good Readers Versus Poor Readers | |
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| Emergent Literacy | |
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| Phases of Word Learning | |
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| Phase 1 | |
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| Phase 2 | |
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| Phase 3 | |
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| Phase 4 | |
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| Phase 5 | |
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| Word Recognition Instruction in Remedial Programs | |
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| Case Study 9-1 | |
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| Synopsis of Assessment Information | |
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| Instructional Strategies | |
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| Outcomes of Instruction | |
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| Case Study 9-2 | |
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| Synopsis of Assessment Information | |
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| Instructional Strategies | |
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| Outcomes of Instruction | |
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| More About Exposures to Words | |
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| More About Contextual Versus Isolated Practice | |
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| More About Specific Teaching Activities | |
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| Using Language Experience Stories | |
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| Other Techniques for Sight Vocabulary Learning | |
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| Elimination of Word Confusions | |
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| Word Recognition and Oral Reading | |
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| Conclusion | |
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| Reflections | |
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| Word Identification | |
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| Phonemic Awareness | |
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| Using Writing Experiences to Develop Phonemic Awareness | |
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| Moving Into Phase 3 of Word Learning: The Full-Alphabetic Phase | |
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| The Value of Word Identification Strategies | |
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| Word Identification Strategies in the Full-Alphabetic Phase of Word Learning: Phonic Analysis | |
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| Instructional Procedures | |
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| Case Study 10-1 | |
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| Moving Into Phase 4 of Word Learning | |
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| Case Study 10-2 | |
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| Word Identification Strategies in the Full-Alphabetic Phase of Word Learning: Structural Analysis | |
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| Instructional Procedures | |
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| Case Study 10-3 | |
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| Context Clues as a Word Identification Strategy | |
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| Conclusion | |
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| Reflections | |
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| Knowledge of Word Meanings | |
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| Direct Instruction | |
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| Introductory Transactions | |
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| Rich Development | |
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| Independent Word Learning From Text | |
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| Incidental Learning | |
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| Fostering Independent Learning | |
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| Learning Words From Oral Language Encounters | |
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| Conclusion | |
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| Reflections | |
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| Comprehension of Narrative Text | |
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| Comprehension Processes | |
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| Narratives | |
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| Comprehension Instruction: Narratives | |
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| Case Study 12-1 | |
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| Principles of Good Comprehension Instruction | |
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| Introductory Transactions | |
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| On-Line Assistance | |
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| Culminating Events | |
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| Conclusion | |
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| Reflections | |
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| Comprehension of Expository Text | |
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| Expository Text | |
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| Comprehension Instruction: Expository Text | |
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| Introductory Transactions | |
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| On-Line Assistance | |
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| Culminating Events | |
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| Studying | |
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| Metacognition | |
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| Metacognitive Strategies | |
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| Conclusion | |
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| Reflections | |
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| Reading Instruction for Special Populations | |
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| The Severely Delayed Reader and the Nonreader | |
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| General Characteristics of Severely Delayed Readers and Nonreaders | |
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| A General Principle: Instruction Should Approximate the Real Act of Reading | |
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| Severely Delayed Readers | |
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| Instructional Suggestions for Word Learning | |
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| Instructional Suggestions for Developing Word Recognition Fluency | |
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| Nonreaders | |
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| The Multiple-Exposure/Multiple-Context Strategy | |
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| The Fernald Approach | |
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| Reading Mastery: DISTAR Reading | |
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| The Orton-Gillingham Approach | |
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| Using Predictable Books | |
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| Other Instructional Possibilities | |
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| Other Concerns | |
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| Conclusion | |
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| Reflections | |
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| Other Learners With Special Needs | |
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| Illiteracy and Functional Illiteracy in Older Youths and Adults | |
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| Illiteracy Rates in the United States | |
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| Tests to Determine Literacy Levels | |
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| School-Based and Nonschool-Based Programs | |
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| Instructing Illiterate Older Youths and Adults | |
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| Instructing Functionally Illiterate Older Youths and Adults | |
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| Intergenerational Literacy | |
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| Prison Literacy | |
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| Websites for Sources of Information About Established Literacy Programs | |
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| Students With Linguistic and Cultural Differences | |
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| Linguistic Considerations | |
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| Cultural Considerations | |
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| Special Considerations for At-Risk Students | |
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| Conclusion | |
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| Reflections | |
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| Supplementary Test Bank: Intelligence Tests | |
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| Outlines for Preparing Case Reports | |
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| A Compilation of Test Banks From the Text | |
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| References | |
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| Index | |