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| The Process of Diagnostic Teaching of Reading | |
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| Ways to Use These Chapters | |
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| What Is Diagnostic Teaching? | |
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| Active Reading and Writing | |
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| Differences in Learning | |
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| Struggling and Writers Readers | |
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| English Language Learners | |
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| Culturally Diverse Learners | |
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| Instructional Process | |
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| Text-based View | |
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| Reader-based View | |
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| Interactive constructivist View | |
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| Sociocultural View | |
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| Balanced Instruction | |
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| Assessment Process | |
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| Diagnostic Teaching Process | |
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| Diagnostic Teaching Lesson | |
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| Summary | |
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| Literacy Development | |
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| Emergent Literacy Stage | |
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| Early Developing Literacy Stage | |
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| Developing Stage | |
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| Strategic Literacy Stage | |
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| Complex Literacy Stage | |
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| Effective Teachers | |
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| Engage All Learner | |
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| Foster meaningful interpretations and thoughtful understanding | |
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| Cultivate Vibrant Discussions | |
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| Access To High Quantity And High Quality Of Reading Material | |
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| Make use of Scaffolding | |
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| Nuture Motivation | |
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| Promote Self regulated Learning | |
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| Create a Responsive Environment | |
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| Assess while Teaching | |
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| Integrate and Balance Instruction | |
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| Summary | |
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| The Diagnostic Teaching Session: An Overview | |
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| Familiar Text Time | |
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| Supported Reading and Writing | |
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| Continuous Assessment | |
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| Strategy and Skill Instruction | |
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| Analysis of Patterns of Reading Development | |
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| Instruction in Strategies and Skills | |
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| Strategy Conversations and Self-Assessment | |
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| Process Writing Time | |
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| Personalized Reading and Writing | |
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| Summary | |
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| Gathering Diagnostic Data | |
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| Informal Reading Inventory | |
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| Establishing the Level of Student Performance | |
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| Analyzing the Results from the Informal Reading Inventory | |
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| Informal Writing Assessment | |
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| Further Assessments | |
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| Stages of Reading Development | |
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| Emergent Literacy Stage | |
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| Early Developing Literacy Stage | |
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| Developing Literacy Stage | |
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| Strategic Literacy Stage | |
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| Complex Literacy Stage | |
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| Summary | |
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| The Literacy Event | |
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| Reader | |
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| Reader analysis for Jenny | |
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| Text | |
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| Text analysis for Jenny | |
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| Task | |
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| Task analysis for Jenny | |
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| Situational Context | |
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| Situational Context analysis for Jenny | |
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| Technique | |
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| Summary | |
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| Formulating Hypotheses for Jenny | |
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| Reviewing the Steps | |
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| 11 Selecting Techniques | |
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| Classifying Techniques for Supporting Reading and Writing | |
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| Classifying Techniques by Instructional Framework | |
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| Classifying Techniques by Type of Text | |
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| Classifying Techniques by Mode of Response | |
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| Classifying Techniques for Strategy and Skill Instruction | |
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| Classifying Techniques by Reasoning Strategies | |
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| Classifying Techniques by Reading Skills | |
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| Classifying Techniques for Increased Specificity | |
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| Classifying Techniques by Sources of Information | |
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| Classifying Techniques by Type of Structure | |
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| Summary | |
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| Putting the Parts Together for Jenny | |
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| Reviewing Technique Selection | |
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| Selecting Materials | |
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| Basic Types of Materials | |
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| Basal Readers and Core Reading Programs | |
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| Chapter Books | |
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| E-Books | |
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| Focused Lessons Books | |
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| High-Interest, Low-Readability Books | |
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| Internet Materials | |
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| Leveled Books | |
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| Media | |
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| Picture Trade Books | |
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| Poetry Anthologies | |
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| Predictable Books | |
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| Series Books | |
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| Software Programs | |
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| Textbooks | |
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| Selecting Material for a Particular Reader | |
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| Matching the Text to the Reader | |
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| Evaluating the Text | |
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| More to Consider When Selecting Material | |
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| Interest | |
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| Choice | |
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| Background Knowledge of the Reader | |
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| Length of the Book | |
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| Summary | |
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| Initiatives and Teacher Development | |
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| Response to Intervention | |
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| Sheltered Instruction Observation Protocol for English Language Learners | |
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| Shared Expertise in Reading | |
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| Reflecting | |
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| Developing Collaboration | |
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| The Learning Community | |
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| Forms of Studying Reading Instruction | |
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| Study Groups | |
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| Teacher Research Groups | |
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| Criteria for a Teacher Development Context | |
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| Using Multiple Assessments | |
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| Authentic Assessments | |
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| Criterion-Referenced Tests | |
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| Formal Assessments | |
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| Informal Assessments | |
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| Motivation Assessment | |
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| Performance Assessment | |
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| Process-Oriented Assessments | |
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| Rubrics | |
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| Student Self-Assessment | |
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| The Assessments | |
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| Anecdotal records | |
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| Assessment Letters | |
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| Assessment Talks | |
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| Attitude Toward Reading | |
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| Cloze Test | |
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| Concepts about Print Interview | |
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| Diagnostic Teaching Assessment | |
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| Developmental Reading Assessment 2 | |
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| Informal Reading Inventory | |
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| Interest Inventories | |
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| Letter Name Knowledge | |
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| The Metacognitive Awareness of Reading Strategies Inventory | |
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| Miscue Analysis | |
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| Motivation to Read Profile | |
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| Multi-Dimensional Fluency Scale | |
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| Norm-Referenced Tests | |
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| Observations | |
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| Phonemic Segmentation | |
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| Phonological Awareness | |
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| Portfolios | |
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| Retelling Rubric | |
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| Running Records | |
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| Self-Perceptions as a Reader and Writer | |
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| Spelling Assessment | |
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| Strategy Self-Assessments | |
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| Student-Led Conferences | |
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| Summarization Rubric | |
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| Think-Aloud Analysis | |
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| Word Identification Assessment | |
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| Writing Rubric | |
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| Evaluating Student Performance Using Multiple Assessments | |
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| Summary | |
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| The Instructional Techniques | |
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| The Information for Each Technique | |
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| Ways to Use These Techniques | |
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| Techniques (listed alphabetically) | |
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| Alternate Writing | |
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| Analytic Phonics | |
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| Chunking | |
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| Cloze Instruction | |
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| Collaborative Reading | |
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| Concept Mapping | |
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| Concept-Oriented Reading Instruction | |
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| Contextual Processing | |
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| Decoding by Analogy | |
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| Digital Talking Books | |
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| Direct Experience Approach | |
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| Directed Reading Activity | |
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| Directed Reading-Thinking Activity | |
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| Experience-Text-Relationship | |
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| Explicit Teaching | |
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| Feature Analysis Grid | |
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| Framed Rhyming Innovations | |
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| Generative-Reciprocal Inference Procedure | |
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| Graphic Organizers | |
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| Group Investigation Approach | |
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| Guided Reading | |
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| Imagery Instruction | |
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| Implicit Teaching | |
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| Impress Method | |
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| Interactive Writing | |
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| Internet Inquiry | |
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| Journal Writing | |
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| K-W-L | |
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| Language Experience Approach | |
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| Listening-Thinking Activity | |
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| Literature Discussions | |
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| Making Words | |
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| Making and Writing Words | |
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| Metaphors | |
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| Multisensory Approaches | |
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| Paired Reading | |
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| Phonogram Approach | |
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| Prediction Strategy Instruction | |
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| Process Writing | |
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| Question-and-Answer Relationships | |
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| Question-Generation Strategy | |
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| Questioning the Author | |
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| Readers Theater | |
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| Reciprocal Teaching | |
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| Repeated Readings | |
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| ReQuest | |
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| Retelling | |
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| Retrospective Miscue Analysis | |
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| Say Something | |
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| Semantic Mapping | |
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| Sentence Combining | |
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| Shared Reading Approach | |
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| Sight-Word Approach | |
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| Sound Boxes | |
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| SQ3R | |
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| Story Drama | |
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| Story Mapping | |
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| Story Writing Approach | |
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| Strategy Instruction | |
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| Summary Experience Approach | |
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| Summarization | |
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| Synthetic Phonics | |
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| Thematic-Inquiry Approach | |
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| Think-Aloud Approach | |
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| Visualization | |
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| Vocabulary Self-Collection Strategy | |
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| Word Sorts | |
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| Word Walls | |
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| Administering an Informal Reading Assessment | |
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| Predictable Book List | |
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| High Interest Series Books | |
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| Online Resources | |
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| Glossary | |
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| Reference | |
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| Index | |