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| Preface | |
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| Reading Instruction in U.S. Schools | |
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| Why Another Book? | |
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| Why Now? | |
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| So How Bad Is the Situation in Terms of Reading Achievement? | |
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| But If Achievement Is Actually Rising, Why Another Book? | |
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| Can Educational Research Provide Support for Meeting These Challenges? | |
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| The No Child Left Behind Act of 2001 | |
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| What Are Characteristics of Scientifically Based Reading Research? | |
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| Summary | |
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| What Really Matters: Kids Need to Read a Lot | |
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| Research on Volume of Reading | |
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| Thinking about Volume of Reading | |
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| Summary | |
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| Kids Need Books They Can Read | |
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| Task Difficulty, Choice, and Achievement | |
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| Methods for Estimating Text Complexity | |
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| Enhancing Access to Appropriate Books | |
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| Summary | |
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| Kids Need to Learn to Read Fluently | |
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| Understanding the Importance of Reading Fluently | |
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| Interventions to Develop Fluency in Struggling Readers | |
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| Summary | |
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| Kids Need to Develop Thoughtful Literacy | |
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| Conversation and Connections | |
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| Isn't Thoughtful Literacy Just a Buzz-Word for Comprehension? | |
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| The Effects of Thoughtful Literacy Instruction | |
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| Research on Effective Comprehension Instruction | |
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| Vocabulary Knowledge Is Important for Thoughtful Literacy | |
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| Crafting Opportunities That Enhance Students' Comprehension and Understanding | |
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| Developing Thoughtful Literacy | |
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| Summary | |
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| Where to Begin: Instruction for Struggling Readers | |
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| Improving Classroom Instruction | |
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| Enhancing Access to Intensive, Expert Instruction | |
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| Expanding Available Instructional Time | |
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| Availability of Support for Older Struggling Readers | |
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| Summary | |
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| Afterword | |
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| Appendix A | |
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| Appendix B | |
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| Bibliography | |
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| Index | |