| |
| |
| |
| Theory into Practice | |
| |
| |
| 1Perspectives on Reading and Writing Ability | |
| |
| |
| Understanding Reading and Writing | |
| |
| |
| Historical Perspectives on Reading and Writing | |
| |
| |
| Cognitive Information-Processing Perspectives on Reading and Writing | |
| |
| |
| Social Perspectives on Reading and Writing | |
| |
| |
| An Interactive Perspective on Reading and Writing | |
| |
| |
| Understanding the Legal and Political Aspects of Reading and Writing | |
| |
| |
| Educational Reform, Reading, and Literacy | |
| |
| |
| Legal and Social Roots of Special Education | |
| |
| |
| Special Education Identification | |
| |
| |
| Students with Disabilities | |
| |
| |
| Implications for Practice | |
| |
| |
| Integration Inclusion | |
| |
| |
| Chapter Summary | |
| |
| |
| 2An Interactive View of Reading and Writing | |
| |
| |
| Understanding the Elements of Skilled Performance | |
| |
| |
| Comprehension | |
| |
| |
| Composition | |
| |
| |
| Vocabulary Development | |
| |
| |
| Word Identification and Spelling | |
| |
| |
| Rate and Fluency | |
| |
| |
| Grammar, Usage, and the Mechanics of Writing | |
| |
| |
| Understanding Contextual Factors That Influence Performance | |
| |
| |
| Settings | |
| |
| |
| Instructional Practices | |
| |
| |
| Instructional Resources | |
| |
| |
| Assessment Practice | |
| |
| |
| Understanding Learner Factors That Influence Performance | |
| |
| |
| Prior Content Knowledge | |
| |
| |
| Knowledge about Reading and Writing | |
| |
| |
| Attitudes and Motivation | |
| |
| |
| Correlates of Reading and Writing Performance | |
| |
| |
| Chapter Summary | |
| |
| |
| 3Readingand Writing Disability and the Assessment-Instruction Process | |
| |
| |
| Steps in the Assessment-Instruction Process | |
| |
| |
| Understanding an Interactive View of Reading and Writing Ability and Disability | |
| |
| |
| A Theoretically Sound View of Ability and Disability | |
| |
| |
| An Instructionally Significant View of Ability and Disability | |
| |
| |
| Understanding the Assessment-Instruction Process | |
| |
| |
| Implementing the Assessment-Instruction Process | |
| |
| |
| Steps in the Assessment-Instruction Process | |
| |
| |
| Chapter Summary | |
| |
| |
| |
| Getting Started and Evaluating the Context | |
| |
| |
| 4Getting Started with Assessment | |
| |
| |
| Understanding Assessment | |
| |
| |
| Contexts for Assessment | |
| |
| |
| Guidelines for Assessment | |
| |
| |
| The Diagnostic Portfolio and the Thumbnail Sketch | |
| |
| |
| Sources of Information | |
| |
| |
| Tools and Strategies for Getting Started | |
| |
| |
| Interviews | |
| |
| |
| Observation | |
| |
| |
| Work Samples | |
| |
| |
| Getting Started on the Diagnostic Portfolio | |
| |
| |
| The Cases of Tha'm and Kyle | |
| |
| |
| Chapter Summary | |