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| Word Identification in Your Classroom Reading Program | |
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| Why Do We Teach Phonics? | |
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| Essential Elements of Phonics in Your Successful Classroom Reading Program | |
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| Teach Phonics Directly | |
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| Teach Phonics Systematically | |
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| Teach Phonics Early | |
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| Keep Phonics Instruction Meaningful | |
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| Support Children as They Use Phonics While Reading and Writing | |
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| Keeping Phonics in Balance in Your Classroom Reading Program | |
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| When Should You Teach Phonics? | |
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| How Will You Teach Phonics? | |
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| How Much Time Should You Spend Teaching Phonics? | |
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| Under What Circumstances Should You Teach Phonics? | |
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| How Children Read Words | |
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| Analogy | |
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| Letter-Sound Decoding | |
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| Analyzing the Structure of Long Words | |
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| Prediction | |
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| Instant Recognition | |
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| Metacognitive Awareness | |
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| Keeping Word Identification Meaning-Focused Through Teaching Children to Self-Monitor, Self-Correct, and Cross-Check | |
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| Self-Monitoring | |
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| Self-Correcting | |
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| Cross-Checking | |
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| Stages of Learning to Read Words | |
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| Prealphabetic Word Learners in Preschool and Kindergarten | |
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| Partial Alphabetic Word Learners in Kindergarten and Early First Grade | |
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| Alphabetic Word Learners in Late Kindergarten Through Second Grade | |
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| Consolidated Word Learners in Third Grade and Above | |
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| Automatic Readers | |
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| References | |
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| Phonemic Awareness: Becoming Aware of the Sounds of Language | |
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| What Is Phonemic Awareness? | |
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| What Is Phonological Awareness? | |
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| Phonemic Is Important for Learning to Read | |
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| Phonemic Awareness Develops Sequentially | |
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| Word Awareness in Preschool | |
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| Syllable Awareness in Preschool and Early Kindergarten | |
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| Rhyme and Beginning Sound Awareness in Preschool and Kindergarten | |
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| Sound Awareness and Blending in Kindergarten through Second Grade | |
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| Manipulating Sounds in First and Second Grade | |
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| Rhyme and Beginning Sound Awareness | |
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| Classroom Activities for Developing Rhyme and Beginning Sound Awareness | |
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| Spare Minute Activities for Developing Rhyme Awareness | |
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| Phonemic Awareness | |
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| Best Practices for Developing Phonemic Awareness | |
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| Classroom Activities for Developing Phonemic Awareness | |
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| Sound Awareness | |
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| Blending | |
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| Spare Minute Activities for Developing Phonemic Awareness | |
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| Phonemic Awareness Assessment Tools | |
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| Informal Assessment Tools | |
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| Formal, Norm-Referenced Assessment Tools | |
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| Teaching Phonemic Awareness in Your Classroom Reading Program | |
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| Kindergarten | |
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| First Grade | |
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| Second Grade | |
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| Teaching Phonemic Awareness to English Language Learners | |
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| Teaching Phonemic Awareness to Children At Risk | |
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| E-Resources for Teaching Phonemic Awareness | |
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| References | |
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| Early Word Identification in Preschool and Early Kindergarten: The Strategies of Using Logos, Pictures, Word Shape, and Partial Letter-Sound Associations to Read New Words | |
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| Environmental Cues: Associating Meaning with the Print in Everyday Surroundings in Preschool | |
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| Picture Cues: The Inferring Meaning from Illustrations in Preschool and Early Kindergarten | |
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| Configuration Cues: Using Word Length, Word Shape, or Eye-Catching Letters to Read New Words in Preschool and Early Kindergarten | |
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| Word Shape | |
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| Word Length | |
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| Letter Shape | |
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| Prealphabetic Word Learners and Emergent Spellers in Preschool and Early Kindergarten | |
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| Partial Alphabetic Word Learners and Early Letter Name-Alphabetic Spellers in Kindergarten and Early First Grade | |
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| Best Practices for Teaching Partial Alphabetic Word Learners | |
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| Teaching Letter Names and a Sound for Each Letter to English Language Learners | |
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| Teaching Letter Names and a Sound for Each Letter to Children At Risk | |
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| E-Resources for Teaching Letter Names and a Sound for Each Letter | |
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| References | |
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| Analogy-Based Phonics in Late Kindergarten and First Grade: The Strategy of Using the Predictable Patterns in Known Words to Read New Words | |
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| Looking Inside Syllables to Find Onsets and Rimes | |
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| Teaching Analogy-Based Phonics with Word Famililes | |
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| How Children Use the Onsets and Rimes in Known Word Family Words to Read New Words | |
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| Early Alphabetic Word Learners and Late Letter Name-Alphabetic Spellers | |
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| How Rimes Make It Possible for Early Alphabetic Word Learners to Read New Words | |
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| Best Practices for Teaching Analogy-Based Phonics with Word Family Words | |
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| Classroom Activities for Teaching Analogy-Based Phonics with Word Family Words | |
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| Spare Minute Activities for Teaching Analogy-Based Phonics with Word Family Words | |
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| Teaching Analogy-Based Phonics with Word Family Words to English Language Learners | |
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| Teaching Analogy-Based Phonics with Word Family Words to Children At Risk | |
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| E-Resources for Teaching Analogy-Based Phonics with Word Family Words | |
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| References | |
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| Letter-Sound Phonics in Late Kindergarten, First, and Second Grade: The Strategy of Using Letter-Sounds to Read and Learn New Words | |
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| Phonics Letter-Sound Patterns | |
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| Which Letter-Sound Patterns to Teach and When to Teach Them | |
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| Teaching Letter-Sound Phonics in Your Classroom Reading Program | |
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| Kindergarten | |
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| First Grade | |
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| Second Grade | |
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| Third Grade | |
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| Fourth and Fifth Grades | |
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| How Children Use Letter-Sound Phonics to Read New Words | |
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| Correcting Misidentifications | |
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| Minor Mistakes | |
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| Best Practices for Teaching Letter-Sound-Based Phonics | |
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| Do Phonics Rules Belong in Your Classroom Reading Program? | |
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| Full Alphabetic Word Learners and Within Word Pattern Spellers | |
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| Decodable Books and Your Classroom Reading Program | |
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| Classroom Activities for Teaching Letter-Sound-Based Phonics | |
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| Spare-Minute Activities for Teaching Letter-Sound Phonics | |
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| Teaching Letter-Sound Phonics to English Language Learners | |
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| Teaching Letter-Sound Phonics to Children At Risk | |
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| E-Resources for Teaching Letter-Sound Phonics | |
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| References | |
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| Analyzing the Strucgtue of Long Words in Third Grade and Above: The Strategy of Using Multiletter Word Parts to Read and Learn Long Words | |
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| The Structure of Long Words | |
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| Free and Bound Morphemes | |
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| Teaching Word Structure in Your Classroom Reading Program | |
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| First and Second Grades | |
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| Third, Fourth, and Fifth Grades | |
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| How Children Read New Words by Analyzing Word Structure | |
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| Correcting Misidentifications | |
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| Consolidated Word Learners and Syllalbles and Affixes Spellers | |
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| Prefixes | |
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| Suffixes | |
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| Base Words | |
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| Best Practices for Teaching Prefixes and Suffixes | |
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| Greek and Latin Word Parts | |
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| Compound Words | |
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| Contractions | |
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| Syllables | |
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| Syllable Patterns | |
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| Clues to Syllable Division | |
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| Accent Patterns | |
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| Best Practices for Teaching Syllable Patterns and Accent | |
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| Classroom Activities for Teaching the Structure of Long Words | |
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| Spare-Minute Activities for Teaching the Structure of Long Words | |
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| Teaching Word Structure to English Language Learners | |
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| Teaching Word Structure to Children At Risk | |
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| E-Resources for Teaching Word Structure | |
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| References | |
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| Letter-Sound Patterns: What the Phonics Teacher Needs to Know About How Letters Represent Sounds | |
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| Key Vocabulary | |
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| Index | |