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| Perspective | |
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| Perspectives on Reading Instruction | |
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| Perspectives on Improving Student Reading Performance | |
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| Illustrations of the Four Orientations | |
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| A Model of Reading Instruction | |
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| The National Reading Panel (NRP) Report (2000) | |
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| Direct Instruction Model | |
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| Chall's Model of Reading Development | |
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| Congruence of Our Direct Instruction Model, Chall's Six Stage Model, and the NRP Report | |
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| Classroom Reading Instruction | |
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| Instructional Materials | |
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| Modifying Core Reading Programs for At-Risk Learners | |
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| Assessment | |
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| Organization of Instruction | |
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| Delivery of Instruction | |
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| Program Design | |
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| Presentation Techniques | |
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| Beginning Reading: The First Months of Instruction | |
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| An Overview of Beginning Reading | |
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| Phonics Instruction | |
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| The Great Debate: Code-Emphasis vs. Meaning-Emphasis Programs | |
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| Direct Instruction, Constructivist Approaches, and Systematic/Explicit Phonics Instruction | |
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| Rationale for a Direct Instruction Approach | |
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| Key Terminology | |
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| An Overview of Decoding Instruction-Beginning Stage | |
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| Phonemic Awareness and Alphabetic Understanding | |
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| Phonemic and Phonological Awareness | |
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| Preskills for Sounding Out Words | |
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| Letter-Sound Correspondence | |
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| Sequence | |
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| Rate and Practice | |
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| Procedure for Teaching Letter-Sound Correspondences | |
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| Critical Behaviors | |
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| Sounding Out Regular Words | |
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| Scope and Sequence | |
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| Teaching Procedures | |
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| Word Lists | |
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| Teaching Procedure for Sounding Out Words in Lists | |
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| Passage Reading | |
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| Sight-Word Reading | |
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| Sight-Reading in Word Lists | |
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| Passage Reading | |
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| Individual Checkouts for Rate and Accuracy | |
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| Diagnosis and Remediation | |
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| Irregular Words | |
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| When to Introduce | |
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| Sequence | |
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| Teaching Procedure | |
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| Modified Introductory Format | |
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| Facilitating Retention | |
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| Vocabulary and Language Skills: Beginning Stage | |
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| Vocabulary Teaching | |
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| Language Skills | |
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| Using Commercial and Teacher-Constructed Materials: Beginning Reading Stage | |
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| Selecting Instructional Materials | |
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| Classroom Instruction in Kindergarten | |
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| Classroom Instruction in First Grade | |
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| Technology | |
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| Research on Beginning Reading Instruction | |
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| Phonics Instruction | |
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| Phonemic Awareness | |
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| Key Phonics and Phonemic Awareness Studies in the NRP Report | |
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| Specific Instructional Strategies | |
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| Vocabulary and Language Skills | |
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| Summary | |
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| Decoding | |
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| Overview of Decoding | |
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| Decoding Instruction | |
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| Phonic Analysis | |
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| Structural Analysis | |
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| Irregular Words | |
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| Comprehension | |
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| Phonic Analysis | |
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| Words With Letter Combinations | |
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| Words With a VCe Pattern | |
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| Structural Analysis | |
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| Words Formed by Adding Common Endings to Base Words That End With a Consonant | |
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| Introducing Words Formed by Adding "ed" | |
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| VCe Derivatives | |
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| Y Derivatives | |
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| Multisyllabic Words Formed With Prefixes and Suffixes | |
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| Irregular Words: Primary and Intermediate Grades | |
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| Systematic Introduction of Irregular Words | |
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| Context as a Cue | |
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| Fluency Instruction and Passage Reading | |
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| Fluency | |
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| Passage Reading | |
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| Teaching Procedure | |
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| Reading Outside School | |
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| Comprehension | |
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| Overview of Comprehension Instruction | |
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| Vocabulary Instruction | |
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| Indirect Vocabulary Learning | |
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| Direct Vocabulary Learning | |
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| Teaching Word-Learning Strategies | |
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| Relation of Vocabulary Instruction to Improving Comprehension | |
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| Summary | |
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| Specific Comprehension Skills for the Early Primary Level | |
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| Literal Comprehension | |
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| Sequencing | |
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| Summarization | |
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| Specific Comprehension Skills for the Late Primary and Intermediate Levels | |
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| Discriminating Literal and Inferential Questions | |
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| Inference | |
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| Prior Knowledge | |
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| Sentence Structure | |
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| Critical Reading | |
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| Narrative-Comprehension Strategies | |
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| Overview | |
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| Story Selection | |
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| Advanced Story-Reading Comprehension Strategy | |
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| Direct Instruction in Content-Area Reading | |
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| Characteristics of Expository Materials | |
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| Content-Area Lessons | |
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| Summary | |
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| School and Classroom Implementation: Primary and Intermediate Grades | |
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| Using Commercial Reading Materials: Late Primary and Intermediate Grades | |
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| Constructing a Comprehensive Reading Program | |
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| Using and Modifying Materials | |
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| Screening and Placement Assessment at Beginning of the School Year | |
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| Grouping and Placement | |
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| Time for Instruction | |
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| Adapting Instructional Materials to Meet Needs of At-Risk Students | |
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| Corrective Readers | |
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| Guidelines for Establishing a Comprehensive Program for Children Who Are Behind | |
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| Constructing a Program for Children Reading Below Grade Level | |
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| Commercial Materials for the Child Who Is Reading Below Grade Level | |
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| Students With Limited English Proficiency | |
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| Tutoring Programs | |
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| Research on Fluency, Word Recognition and Decoding Skills, and Comprehension: Late Primary and Intermediate Grades | |
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| Fluency | |
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| Word Recognition and Comprehension | |
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| Vocabulary Acquisition | |
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| Text Organization and Reading Comprehension | |
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| Metacognition and Reading Comprehension | |
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| Summary | |
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| Word Lists | |
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| List of 400 Common Words | |
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| Outline of Lessons for Beginning Phonics Program | |
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| Basic Vocabulary for Beginning Readers and Suggestions for Assessing Student Knowledge | |
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| References | |