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| Preface | |
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| How to Use this Book | |
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| About the Authors | |
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| Foreword | |
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| Lesson Frameworks for Reader Support | |
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| Guided Reading | |
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| Four Blocks | |
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| Directed Reading Activity | |
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| Scaffolded Reading Experience | |
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| Holistic, Whole-Language, Learner-Centered and Literature-Based Approaches | |
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| Whole-Language | |
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| Theme-based units | |
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| Author-Reader-Inquirer Cycle | |
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| Reading-Writing Workshop | |
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| Book Club | |
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| Uninterrupted Sustained Silent Reading | |
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| Individualized Reading | |
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| Shared Book Experience | |
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| Teaching Reading as a Language Experience | |
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| Allen's Language Experience Approach in Communication | |
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| Ashton Warner's Organic Reading | |
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| Stauffer's Language-Experience Approach | |
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| Patterned Language Approach | |
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| Intervention Programs for At-Risk Readers | |
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| Reading Recovery | |
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| Success for All | |
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| Early Steps | |
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| Monroe Methods | |
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| Gillingham Stillman Method | |
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| Fernald Technique | |
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| Phonics and Word Identification | |
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| Word Study | |
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| Analytic Method | |
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| Synthetic Wrd Families | |
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| Syllabaries | |
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| Retrospective Miscue Analysis | |
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| Gooodman's Reading Strategy Lessons | |
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| Oral Reading | |
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| Choral and Repeated Reading | |
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| Radio Reading | |
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| Echo Reading | |
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| Topping Paired Reading | |
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| Comprehension Development and Thinking Critically | |
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| Questioning the Author | |
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| K-W-L. Prep Technique | |
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| Anticipation Guide | |
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| Text Preview | |
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| ReQuest Procedure | |
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| Question-Answer Relationships | |
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| Explicit Teaching of Reading Comprehension | |
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| Think-Alouds | |
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| Dialogical-Thinking Reading Lesson | |
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| Inquiry Chart | |
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| Meaning Vocabulary | |
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| Key Word | |
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| Possible Sentences | |
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| List-Group-Label | |
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| Contextual Redefinition | |
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| Feature Analysis | |
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| Word Map | |
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| Vocabulary Self-Collection Strategy | |
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| Responding to Reading as Writers and Genre Study | |
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| Author's Chair/Peer conferencing | |
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| Dialogue journals | |
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| Style study | |
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| Story Impressions | |
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| Expository Reading-Writing Think Sheets | |
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| Reading and Writing as Composing | |
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| Response to Literature and Drama | |
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| Process Drama | |
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| Point, Counterpoint | |
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| Response Heuristic | |
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| Sketch to stretch | |
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| Readers Theatre | |
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| Discussion and Cooperative Learning | |
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| Literature Circles | |
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| Great Books' Shared Inquiry | |
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| Conversational Discussion Groups | |
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| Discussion Web | |
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| Jigsaw | |
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| Content Area Literacy | |
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| Graphic Organizers | |
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| Study Guides | |
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| Selective Reading Guide | |
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| Idea Mapping | |
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| Text Structure Strategy | |
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| Story Grammars and Story Maps | |
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| Guided Writing Procedure | |
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| I-Search Paper | |
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| Studying | |
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| Survey Technique | |
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| PORPE | |
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| Notetaking System for Learning | |
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| Guided Lecture Procedure | |
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| Graphic Information Lesson | |
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| PLAE | |
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| Assessment Strategies for Classrooms, Teachers and Students | |
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| Performance assessment | |
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| Portfolios | |
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| Anecdotal Records | |
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| Running Records | |
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| Retelling | |
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| Informal Reading Inventory | |
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| Cloze | |
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| Conferencing | |
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| Index | |