| |
| |
| Preface | |
| |
| |
| |
| An Overview of Reading Instruction for Struggling Readers | |
| |
| |
| Reading Instruction-Past Perspectives | |
| |
| |
| Reading Instruction-Present Perspectives | |
| |
| |
| Principles of Effective Intervention Programs | |
| |
| |
| Summary | |
| |
| |
| |
| Patterns of Reading Difficulty | |
| |
| |
| General Patterns | |
| |
| |
| Defining A Student's Reading Level | |
| |
| |
| Reading Level: An Indicator of Problem Severity | |
| |
| |
| Reading Level: An Indicator of Word Identification Proficiency | |
| |
| |
| Reading Level: An Indicator of Comprehension Proficiency | |
| |
| |
| Designing the Intervention Focus | |
| |
| |
| Summary | |
| |
| |
| |
| The Structure of Intervention Sessions | |
| |
| |
| The Importance of Consistent Structure | |
| |
| |
| Individual Tutoring Structures at the Elementary Level | |
| |
| |
| Individual Tutoring Structures at the Middle Level | |
| |
| |
| Group Tutoring Structures at the Elementary Level | |
| |
| |
| Group Tutoring Structures at the Middle Level | |
| |
| |
| Classroom Intervention Structures | |
| |
| |
| Designing your own Structure | |
| |
| |
| Summary | |
| |
| |
| |
| Phonological Awareness | |
| |
| |
| What is Phonological Awareness and Why is it Important? | |
| |
| |
| The Importance of Rhyme | |
| |
| |
| The Informal Reading Inventory as an Indicator of Rhyme Knowledge | |
| |
| |
| Phonological Awareness Instruction | |
| |
| |
| The Importance of Phonemic Awareness | |
| |
| |
| Developing Phonemic Awareness Aurally | |
| |
| |
| Summary | |
| |
| |
| |
| Word Identification Instruction: Phonics and More | |
| |
| |
| What is Systematic Phonics Instruction? | |
| |
| |
| The Informal Reading Inventory as an Indicator of Problems with word Identification | |
| |
| |
| Guidelines for Exemplary Phonics Instruction | |
| |
| |
| Teaching Consonant Sounds Using Shared Reading | |
| |
| |
| Teaching Vowel Sounds: Using Spelling Patterns to Read by Analogy | |
| |
| |
| The Importance of Cross-Checking | |
| |
| |
| How to Learn Words that are Difficult to Decode | |
| |
| |
| Putting it all Together: Guided Reading | |
| |
| |
| Summary | |
| |
| |
| |
| Word Identification Instruction: Fluency | |
| |
| |
| The Importance of Fluency | |
| |
| |
| The Informal Reading Inventory as an Indicator of Lack of Fluency | |
| |
| |
| General Principles for Developing Fluency | |
| |
| |
| Instructional Activities for Developing Fluency | |
| |
| |
| Summary | |
| |
| |
| |
| Prior Knowledge and Concept Development | |
| |
| |
| How Prior Knowledge Affects Comprehension | |
| |
| |
| How to Assess Prior Knowledge | |
| |
| |
| Building a Knowledge Base: Concept Development | |
| |
| |
| Summary | |
| |
| |
| |
| Vocabulary Learning | |
| |
| |
| The Importance of Vocabulary Learning | |
| |
| |
| The Informal Reading Inventory as an Indicator of Vocabulary Learning | |
| |
| |
| General Principles for Developing Vocabulary Learning | |
| |
| |
| Instructional Activities for Fostering Word Learning | |
| |
| |
| Summary | |
| |
| |
| |
| Comprehension Instruction: Retelling Narrative Text | |
| |
| |
| The Importance of Retelling | |
| |
| |
| The Informal Inventory as an Indicator of Ability to Retell Narrative Text | |
| |
| |
| General Principles for Developing Narrative Retelling | |
| |
| |
| The Importance of Modeling | |
| |
| |
| Biographies: Bridging Narrative and Expository Text | |
| |
| |
| Summary | |
| |
| |
| |
| Comprehension Instruction: Expository Retelling | |
| |
| |
| Retelling Expository Text | |
| |
| |
| The Informal Reading Inventory as an Indicator of Ability to Retell Expository Text | |
| |
| |
| General Principles for Developing Effective Expository Text Retellings | |
| |
| |
| Instructional Strategies for Constructing Expository Retellings | |
| |
| |
| Expository Idea Map | |
| |
| |
| Main Idea Map | |
| |
| |
| Summary | |
| |
| |
| |
| Comprehension Instruction: Answering Questions | |
| |
| |
| The Complexity of Answering Questions | |
| |
| |
| The Importance of Self-Questioning | |
| |
| |
| The Informal Reading Inventory as an Indicator of Ability to Answer Questions | |
| |
| |
| General Principles for Helping Students to Answer Questions | |
| |
| |
| Instructional Activities for Answering Questions | |
| |
| |
| Summary | |
| |
| |
| |
| Comprehension Instruction: General Interactive Strategies | |
| |
| |
| The Informal Reading Inventory as an Indicator of Problems with Comprehension | |
| |
| |
| A Framework for Interactive Teaching of Comprehension Strategies | |
| |
| |
| Summary | |
| |
| |
| |
| Pulling It All Together: Designing the Intervention Structure | |
| |
| |
| Primary Level | |
| |
| |
| Intermediate Level | |
| |
| |
| Middle Level | |
| |
| |
| Summary | |
| |
| |
| Index | |