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| Preface | |
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| Acknowledgments | |
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| Contributors and Affiliations | |
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| Language and Reading: Convergences and Divergences | |
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| Defining Language | |
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| Phonology | |
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| Semantics | |
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| Morphology | |
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| Syntax | |
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| Pragmatics | |
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| Defining Reading | |
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| Models of Spoken and Written Language Comprehension | |
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| Comprehending Spoken and Written Language | |
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| Perceptual Analyses | |
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| Word Recognition | |
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| Discourse-Level Processes | |
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| Differences between Spoken and Written Language | |
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| Physical Differences | |
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| Situational Differences | |
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| Functional Differences | |
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| Form Differences | |
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| Vocabulary Differences | |
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| Grammatical Differences | |
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| Processing Differences | |
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| Basic Factors in Reading and Language Development | |
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| Summary | |
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| References | |
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| Reading Development | |
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| Emergent Literacy Period (Birth Kindergarten) | |
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| Joint Book Reading | |
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| Learning about Print | |
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| Summary | |
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| The Development of Word Recognition Skills | |
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| Logographic Stage | |
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| Alphabetic Stage | |
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| Orthographic Stage and Automatic Word Recognition | |
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| Problems with Stage Theories of Word Recognition | |
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| The Self-Teaching Hypothesis | |
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| Evaluating the Self-Teaching Hypothesis | |
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| The Development of Reading Comprehension | |
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| Misconceptions about Comprehension Development | |
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| Summary | |
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| References | |
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| Defining and Classifying Reading Disabilities | |
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| Historical Basis of Reading Disabilities | |
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| Early Reports | |
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| Orton | |
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| Johnson and Myklebust | |
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| The Modern Era | |
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| Terminology | |
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| Prevalence | |
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| Gender Differences | |
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| Defining Reading Disability | |
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| Exclusionary Factors | |
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| IDA Definition | |
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| Dyslexia as a Specific Learning Disability | |
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| Problems in Word Recognition and Spelling | |
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| Deficits in Phonological Processing | |
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| Unexpected Underachievement | |
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| Secondary Consequences | |
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| Classifying Dyslexia and Other Language-Based Reading Difficulties | |
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| Subtypes Based on the Simple View of Reading | |
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| Classification Studies | |
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| Other Subtyping Methods Based on Word Recognition Skills | |
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| Combining Subtypes in Research and Practice | |
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| Clinical Implications | |
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| References | |
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| Causes of Reading Disabilities | |
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| Extrinsic Causes of Reading Disabilities | |
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| Early Literacy Experience | |
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| Reading Instruction | |
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| Matthew Effects | |
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| Intrinsic Causes of Reading Disabilities | |
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| Genetic Basis | |
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| Neurological Basis | |
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| Visually-Based Deficits | |
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| Auditory Processing Deficits | |
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| Attention-Based Deficits | |
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| Language-Based Deficits | |
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| References | |
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| Assessment and Instruction for Phonemic Awareness and Word Recognition Skills | |
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| Development and Assessment of Phonemic Awareness | |
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| The Importance of Phonemic Awareness in Learning to Read | |
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| Purposes for Assessment of Phonemic Awareness | |
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| Procedures and Measures Used to Assess Phonemic Awareness | |
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| Development and Assessment of Word Recognition | |
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| Issues in the Assessment of Word Recognition | |
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| Commonly Used Measures of Word Recognition Ability | |
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| Code-focused Classroom Instruction and More Intensive Small-Group Supplemental Intervention | |
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| What Do We Know about Effective Code-focused Classroom Instruction? | |
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| What Do We Know about Tier 1 Instructional Strategies that Maximize Reading Outcomes? | |
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| What Do We Know about Training Code-focused Skills through Supplemental Interventions? | |
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| What Do We Know about Poor Responders?Issues for Future Research and Development | |
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| References | |
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| Perspectives on Assessing and Improving Reading Comprehension | |
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| Defining comprehension | |
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| Reader Abilities | |
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| Text Factors | |
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| Task Factors | |
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| A Model of Comprehension | |
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| Assessing Reading Comprehension | |
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| Comprehension Instruction | |
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| Strategy Instruction | |
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| Content Goals and Disciplinary Literacy | |
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| Summary and Conclusions | |
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| Assessing and Remediating Text Comprehension Problems | |
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| Cognitive and Linguistic Underpinnings for Literacy | |
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| Linguistic Skills for Literacy | |
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| Cognitive Understanding for Text Comprehension | |
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| Assessing Language and Cognitive Skills for Text Comprehension | |
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| Assessing Literate Language Style (Text Microstructures) | |
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| Assessing Knowledge of Narrative Content Schemata and Text Grammar Schemata (Text Macrostructures) | |
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| Assessing Recognition/Comprehension of Content Schemata | |
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| Assessing ability to organize schema content and text grammars | |
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| Facilitating Text Comprehension | |
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| Developing Linguistic Microstructures | |
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| Developing Macrostructure Schemas | |
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| Summary | |
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| References | |
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| Children's Materials | |
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| Books to Develop Connectives/Complex Clauses | |
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| Cinderella Stories | |
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| Spelling Assessment and Intervention: A Multiple Linguistic Approach to Improving Literacy Outcomes | |
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| The Language Basis of Spelling | |
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| Phonological Knowledge | |
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| Orthographic Pattern Knowledge | |
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| Morphologic Knowledge | |
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| Semantic Knowledge | |
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| Mental Graphemic Representations | |
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| Relation between Spelling and Other Literacy Skills | |
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| Developmental Spelling Theories | |
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| Multi-linguistic Approach to Assessment | |
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| Determining Goals | |
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| Measuring Progress | |
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| Multi-Linguistic Approach to Instruction and Intervention | |
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| Prescriptive, Multi-Linguistic Intervention | |
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| Improving Orthographic Pattern Knowledge | |
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| Other Orthographic Pattern Knowledge Strategies | |
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| Improving Morphological Knowledge | |
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| Supplementing Language Knowledge Strategies with Word-Specific Learning Tactics | |
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| Multi-linguistic Instruction at the Classroom Level | |
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| Summary | |
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| References | |
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| Learning to Write | |
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| A Framework for Writing | |
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| Emergent and Early School Writing: Age 4-8 Years | |
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| Learning to Write Genre-Specific Text: Ages 9+ | |
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| Learning the Macrostructure of Writing: Genre Development | |
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| Interpretation of Genre Studies: Effects of Task and Curriculum | |
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| Learning the Microstructure of Writing: Sentence Grammar | |
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| Learning the Process of Writing | |
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| How Well Do Children Write: Incidence of Writing Disorder and National Assessments | |
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| Writing, Reading, and Oral Language | |
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| Summary | |
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| References | |
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| Developing Knowledge and Skills for Writing | |
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| Introduction | |
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| Developing Writing Foundations | |
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| Production/Transcription Skills | |
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| Cognitive/Linguistic Skills | |
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| Exploring the post-modern genre | |
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| Expository texts | |
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| Syntactic Structures | |
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| Summarizing | |
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| Developing Writing Processes | |
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| Strategies for Generative Ideas and Planning | |
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| Strategies for Production | |
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| Strategies for Revising | |
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| Summary | |
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| Children's Books | |
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| Appendix 10.1 | |
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| References | |
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| Index | |