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| Preface | |
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| Acknowledgments | |
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| About the Author | |
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| Becoming an Effective and Influential Literacy Teacher | |
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| Characteristics of Influential Teachers | |
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| An Overview of Effective Instructional Approaches | |
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| A Historical Perspective on Literacy Instruction in the United States | |
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| The Challenge of Becoming an Effective and Influential Teacher | |
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| Chapter Summary | |
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| Bridges to the Classroom | |
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| Bridges to Practice and Research | |
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| Understanding Meaning Making and the Reading and Writing Process | |
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| Expert Reader Competencies | |
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| Children's Oral Language Development | |
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| Children's Emergent Literacy and Literacy Development in the Elementary School Years | |
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| Factors that Influence Oral and Written Language Development | |
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| The Sociocognitive Theory of Language and Literacy Development | |
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| The Reading Process--A Synthesis | |
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| Chapter Summary | |
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| Bridges to the Classroom | |
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| Bridges to Practice and Research | |
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| Understanding Early Reading and Writing Development | |
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| Types of Meaning in Meaning Negotiation | |
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| Ambiguity and Risk in Meaning Negotiation | |
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| Optimal Conditions for Literacy Learning | |
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| Children's Early Reading Development | |
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| Developing Literacy Awareness | |
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| Early Literacy Classrooms | |
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| Chapter Summary | |
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| Bridges to the Classroom | |
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| Bridges to Practice and Research | |
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| Using Instructional Strategies to Develop Reading Comprehension | |
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| Children's Comprehension Development | |
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| Comprehension Instruction in the Classroom | |
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| Group Reading Approaches for Comprehension | |
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| Chapter Summary | |
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| Bridges to the Classroom | |
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| Bridges to Practice and Research | |
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| Building Vocabulary and Comprehension Connections | |
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| Vocabulary Acquisition | |
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| Goals and Objectives of Vocabulary Instruction | |
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| Active Learning in Vocabulary Learning Contexts | |
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| Before-Reading Vocabulary Instruction: Teaching Vocabulary in Context (TVC) | |
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| During-Reading Vocabulary Instruction: The Context-Structure-Sound Reference (CSSR) System | |
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| After-Reading Vocabulary Instruction: The Vocabulary Self-Collection Strategy (VSS) | |
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| Instruction to Support Word Learning and Build Meaning Connections | |
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| Chapter Summary | |
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| Bridges to the Classroom | |
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| Bridges to Practice and Research | |
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| Building Word Analysis Strategies and Skills | |
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| Phonics and Word Analysis: A History of Controversy | |
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| Developmental Stages in Word Recognition | |
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| Goals and Objectives for Teaching Word Analysis Skills | |
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| Instructional Strategies for Teaching Phonics | |
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| Instructional Strategies for Teaching Syllable Identification | |
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| Instructional Strategies for Teaching Compound Words | |
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| Instructional Strategies for Teaching Affixes and Roots | |
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| Instructional Strategies for Teaching Context Clues | |
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| Instructional Strategies for Developing Reading Fluency | |
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| Skill Application through Wide Reading | |
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| Chapter Summary | |
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| Bridges to the Classroom | |
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| Bridges to Research and Practice | |
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| Using Literature and Reader Response to Enhance Motivation and Comprehension | |
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| Goals of a Literature Program | |
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| Three Steps in the Reader Motivation and Response Process | |
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| Influence of Instructional Stances on Reader Response | |
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| Sources of Reader Motivation | |
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| Selecting Literature | |
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| Types of Children's Literature | |
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| Developing the Classroom Reading Center | |
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| Instructional Strategies for Teaching Literature | |
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| Evaluating Children's Progress in Responding to Literature | |
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| Chapter Summary | |
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| Bridges to the Classroom | |
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| Bridges to Research and Practice | |
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| Developing Children's Reading and Writing in Content Areas | |
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| Relationships among Reading, Writing, and Learning | |
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| Content Area Literacy in Perspective | |
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| Guiding Children's Reading in Content Area Instruction | |
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| Guiding Children's Writing in Content Area Instruction | |
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| Developing Children's Handwriting | |
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| Integrating Reading and Writing across the Curriculum | |
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| Chapter Summary | |
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| Bridges to the Classroom | |
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| Bridges to Practice and Research | |
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| Instructing Delayed Readers in a Regular Classroom Setting | |
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| Understanding Delayed Readers | |
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| Meeting the Needs of Delayed Readers | |
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| Final Thoughts | |
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| Chapter Summary | |
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| Bridges to the Classroom | |
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| Bridges to Practice and Research | |
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| Understanding Language and Cultural Diversity and Special Needs | |
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| Understanding the Impact of Diversity | |
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| Children's Language Acquisition Strategies | |
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| Children's Language and Culture | |
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| Programs for Students with Limited English Proficiency | |
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| Specific Classroom Strategies for Teaching Bilingual Learners | |
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| Understanding Students with Special Needs | |
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| Using Tutors to Assist in Meeting Student Needs | |
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| Chapter Summary | |
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| Bridges to the Classroom | |
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| Bridges to Practice and Research | |
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| Assessing Children's Progress in Literacy Development | |
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| Principles of Assessment | |
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| Classroom Observations | |
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| Portfolio Assessment | |
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| Formal Assessment | |
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| Communicating Student Progress to Parents | |
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| Chapter Summary | |
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| Bridges to the Classroom | |
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| Bridges to Practice and Research | |
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| Examining Instructional Approaches to Literacy Learning | |
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| The Basal Reader Approach | |
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| The Literature-Based Approach | |
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| The Whole Language Approach | |
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| Evaluation of Instructional and Supplementary Programs | |
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| Technology-Based Instruction | |
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| Chapter Summary | |
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| Bridges to the Classroom | |
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| Bridges to Practice and Research | |
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| Continuing Your Professional Growth as an Effective and Influential Literacy Teacher | |
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| Processes of Professional Development | |
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| Your Personal and Professional Support Network | |
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| Professional Connections for Reading and Writing Teachers | |
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| The Role of Professional Reflection | |
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| Chapter Summary | |
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| Bridges to the Classroom | |
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| Bridges to Practice and Research | |
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| Newbery Medal Books | |
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| Caldecott Medal Books | |
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| General References | |
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| Children's References | |
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| Name Index | |
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| Subject Index | |