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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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| The Development of Reading Comprehension | |
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| Alternative Views of Comprehension | |
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| Summary | |
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| References | |
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| Defining 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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| Other Language-Based Reading Disabilities | |
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| Summary | |
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| References | |
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| Classification of Reading Disabilities | |
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| Subtypes Based on Comprehension versus Word Recognition Problems | |
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| Classification Studies | |
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| Subtypes Based on Nature of Word Recognition Deficits | |
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| Reading Styles | |
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| Dysphonetic, Dyseidetic, and Alexic Subgroups | |
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| Deep, Phonological, and Surface Dyslexia | |
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| Heterogeneity without Clustsers | |
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| Hard versus Soft Subtypes | |
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| Rate-Disabled versus Accuracy-Disabled Readers | |
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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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| Visual-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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| Assessment of and Instruction in 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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| Instruction in Phonemic Awareness | |
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| Procedures and Materials to Stimulate Growth of Phonemic Awareness | |
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| Assessment of and Instruction in 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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| Instruction in Word Recognition | |
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| Issues for Future Research and Development | |
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| References | |
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| Assessing and Remediating Text Comprehension Problems | |
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| Comprehending Narrative and Expository Texts | |
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| Information Used in Text Comprehension | |
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| Narrative and Expository Variations in Text Grammars and Schema Content | |
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| Metacognitive Processing in Text Comprehension | |
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| Assessing Language and Cognitive Skills for Text Comprehension | |
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| Assessing Literate Language Style | |
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| Assessing Knowledge of Narrative Content Schemata and Text Grammar Schemata | |
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| Assessing Metacognition | |
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| Facilitating Text Comprehension | |
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| Developing a Literature Language Style | |
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| Developing Narrative Schema Knowledge | |
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| Facilitating Metacognition | |
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| Summary | |
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| References | |
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| Appendix | |
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| Children's Materials | |
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| Cinderella Stories | |
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| Learning to Write | |
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| A Framework for Writing | |
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| Context and Purpose: Where, for Whom, and Why? | |
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| Linguistic Form | |
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| The Process of Writing | |
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| Writing in the Future | |
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| Learning to Write: Transcription | |
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| Handwriting | |
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| Spelling | |
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| Learning to Write: Composing | |
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| Emergent Writing, Age 4 to 6 Years | |
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| Conventional Writing: The Early School Years | |
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| Learning the Genres of School Writing | |
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| Writing Standards and Assessments in Schools | |
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| Learning the Grammar of Writing | |
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| Learning the Process of Writing | |
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| Gender Differences in Writing Development | |
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| Writing Problems of Children and Adolescents with Reading Disabilities | |
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| Product-Oriented Research | |
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| Process-Oriented Research | |
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| Summary | |
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| References | |
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| The Right Stuff for Writing: Assessing and Facilitating Written Language | |
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| Assessing Student Writers | |
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| A Framework for Writing | |
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| Types of Writing Assessments | |
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| Scoring Systems | |
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| Developmental Rubrics | |
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| Metacognitive Awareness | |
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| Facilitating Writing | |
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| Facilitating Skills and Knowledge | |
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| Facilitating Self-Regulatory Writing Strategies | |
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| Summary | |
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| Appendixes | |
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| Example Writing Prompts | |
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| Portfolio Writing Assessment | |
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| Analytic Scoring Guidelines | |
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| Analytic Scoring Guide for Informational Writing | |
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| Predicate Transformations Reflecting Landscape of Consciousness | |
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| Coding Chart for Writing Interview | |
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| The Three Little Peccaries and the Big Bad Jaguar | |
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| References | |
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| Computer Programs | |
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| Index | |