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| Every chapter begins with Anticipation Guide and Using What You Know | |
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| Every chapter concludes with Summary, Extending and Applying, Developing a Professional Portfolio, and Developing a Resource File | |
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| Most chapters end with Essential Standards and Assessment | |
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| Preface | |
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| The Nature of Literacy and Today's Children | |
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| The Nature of Reading | |
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| The Reader's Role in the Reading Process | |
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| Approaches to Reading Instruction: Whole versus Part Learning | |
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| Importance of Literacy Models | |
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| Approach Taken by this Text | |
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| Stages of Reading Development | |
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| Status of Literacy | |
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| Standards Movement | |
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| A Reading and Writing Program for Today's Students | |
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| Evaluation | |
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| The Nature of Evaluation | |
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| Placement Information | |
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| Norm-Referenced Versus Criterion-Referenced Tests | |
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| Judging Assessment Measures | |
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| Reporting Performance | |
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| Rubrics | |
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| Assessment in Basal Series | |
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| Other Methods of Assessment | |
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| Self-Evaluation | |
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| Evaluating Writing | |
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| Portfolios | |
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| Basal Reader Assessment | |
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| Assessing Materials | |
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| Fostering Emergent/Early Literacy | |
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| Understanding Emergent Literacy | |
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| Fostering Emergent Literacy | |
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| Core Activities for Building Emergent/Early Literacy | |
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| Reading in Preschool | |
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| Working with Parents | |
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| Family Literacy | |
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| Monitoring Emergent Literacy | |
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| Help for Struggling Readers and Writers | |
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| Teaching Phonics, High Frequency, and Syllabic Analysis | |
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| Rationale and Approaches for Phonics Instruction | |
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| How Words Are Read | |
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| How High Frequency Words Are Learned | |
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| Stages in Reading Words | |
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| Basic Principles of Phonics Instruction | |
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| Phonics Elements | |
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| Approaches to Teaching Phonics | |
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| Scope and Sequence | |
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| Adapting Basal Reader Instruction | |
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| Phonics and Spelling | |
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| Strategy Instruction | |
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| High Frequency Words | |
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| Building Fluency | |
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| Syllabic Analysis | |
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| Decodable Texts | |
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| Help for Struggling Readers and Writers | |
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| Building Vocabulary | |
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| The Need for Vocabulary Instruction | |
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| Stages of Word Knowledge | |
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| Seven Principles of Developing Vocabulary | |
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| Techniques for Teaching Words | |
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| A Planned Program | |
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| Remembering Vocabulary | |
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| Teaching Special Features of Words | |
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| Learning How to Learn Words | |
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| Supplying Corrective Feedback | |
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| Help for Struggling Readers and Writers | |
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| Comprehension: Theory and Strategies | |
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| The Process of Comprehending | |
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| Comprehension Strategies. Social-Constructivist Nature of Comprehension | |
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| Learning Environment | |
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| Integration of Strategies | |
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| Importance of Affective Factors | |
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| Help for Struggling Readers and Writers | |
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| Comprehension: Text Structures and Teaching Procedures | |
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| Nature of the Text | |
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| The Role of Questions in Comprehension | |
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| Frameworks for Fostering Comprehension | |
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| The Cloze Procedure | |
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| Critical Reading | |
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| Help for Struggling Readers and Writers | |
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| Reading in the Content Areas | |
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| Overall Goals of Literacy Instruction in the Content Areas | |
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| Using Content Area Texts | |
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| Children's Books and Periodicals in the Content Areas | |
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| Group Placement Inventory | |
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| Instructional Techniques | |
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| Teaching Content Area Knowledge | |
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| Reading for Conceptual Change | |
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| Nature of Knowledge and Skills Required in Major Content Areas | |
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| Writing to Learn | |
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| Sheltered English | |
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| Reading to Remember | |
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| Fostering Retention | |
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| SQ3R: A Theory-Based Study Strategy | |
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| Test-Taking Strategies | |
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| Study Habits | |
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| Expressive Study Skills | |
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| Metacognitive Study Strategies | |
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| Help for Struggling Readers and Writers | |
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| Experiencing Literature | |
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| Experiencing Literature | |
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| Types of Literature | |
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| Voluntary Reading | |
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| Help for Struggling Readers and Writers | |
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| Approaches to Teaching Reading. Changing Approaches to Teaching Reading. Basal Approach. Literature-Based Approach | |
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| Individualized Reading/Reading Workshop | |
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| Language Experience Approach | |
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| Whole Language | |
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| Guided Reading | |
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| Four Blocks | |
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| An Integrated Approach | |
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| Help for Struggling Readers and Writers | |
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| Writing and Reading | |
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| The Roots of Writing | |
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| Guided Writing | |
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| Process Approach to Writing | |
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| Writing Workshop | |
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| Thinking and Reading Like a Writer | |
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| Interpersonal Writing | |
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| Improving Expository Writing | |
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| Guiding the Writing of Reports | |
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| Assessing and Improving Writing: The Key Traits Approach | |
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| Technology and Writing | |
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| Reading Helps Writing | |
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| A Full Menu | |
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| Help for Struggling Readers and Writers | |
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| Diversity in the Classroom | |
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| Teaching All Students | |
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| Students at Risk | |
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| Students with Disabilities | |
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| Gifted and Talented | |
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| Inclusion | |
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| Intervention Programs | |
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| Tutoring Programs | |
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| Help for Struggling Readers and Writers | |
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| Constructing and Managing the Literacy Program | |
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| Constructing a Literacy Program | |
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| Managing a Literacy Program | |
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| Literacy and Technology | |
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| Literacy in Today and Tomorrow's World | |
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| Professional Development | |
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| Help for Struggling Readers and Writers | |
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| References | |
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| Index | |
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| Graded Listing of 1000 Children's Books | |
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| Informal Assessment of Key Skills and Strategies | |