| |
| |
| Foreword | |
| |
| |
| Introduction | |
| |
| |
| Guide to This Book | |
| |
| |
| Promoting Children's Reading Success | |
| |
| |
| Circumstances That Promote Reading | |
| |
| |
| Growing Up to Read | |
| |
| |
| Birth Through Age Four | |
| |
| |
| Key Aspects of Language and Literacy, Activities for Very Young Children | |
| |
| |
| Extended Vocabulary and Language Development | |
| |
| |
| Phonological Awareness | |
| |
| |
| Speech Discrimination | |
| |
| |
| Knowledge of Narrative | |
| |
| |
| Book and Print Awareness | |
| |
| |
| Functions of Print | |
| |
| |
| Print Concepts | |
| |
| |
| Letter and Early Word Recognition | |
| |
| |
| Comprehension | |
| |
| |
| Literacy as a Source of Enjoyment | |
| |
| |
| Literacy--from Parent to Child | |
| |
| |
| Talking to a Baby: Day Care Environments | |
| |
| |
| High-Quality Preschool | |
| |
| |
| Language and Literacy Activities in Preschool | |
| |
| |
| Phonological Awareness | |
| |
| |
| Sociodramatic Play | |
| |
| |
| Listening | |
| |
| |
| Oral Language | |
| |
| |
| Shared Reading | |
| |
| |
| Exposure to Books | |
| |
| |
| Letter-Naming | |
| |
| |
| Writing | |
| |
| |
| Computer-Based Literacy | |
| |
| |
| Accomplishments of the Very Young Child | |
| |
| |
| Early Childhood Educators | |
| |
| |
| Becoming Real Readers | |
| |
| |
| Kindergarten Through Grade Three | |
| |
| |
| Individual Children | |
| |
| |
| The Kindergarten Challenge | |
| |
| |
| What Must Be Accomplished--Goals of Kindergarten | |
| |
| |
| Activities and Practices for Kindergartners | |
| |
| |
| Book and Print Awareness | |
| |
| |
| Phonological Awareness | |
| |
| |
| Language, Comprehension, and Response to Text Letter Recognition, Decoding, and Word Recognition | |
| |
| |
| Spelling and Writing | |
| |
| |
| Accomplishments of the Kindergarten Student | |
| |
| |
| First Grade: An Important Year | |
| |
| |
| Features of Success | |
| |
| |
| Activities and Practices for First Grade Classrooms | |
| |
| |
| Continuing Phonemic Awareness, Letter Knowledge, and Book and Print Awareness | |
| |
| |
| Decoding, Word Recognition, and Oral Reading | |
| |
| |
| Language, Comprehension, and Response to Text | |
| |
| |
| Spelling and Writing | |
| |
| |
| Accomplishments of the First Grade Student | |
| |
| |
| Directions for Second and Third Grades | |
| |
| |
| Strategies for Comprehension and Fluency | |
| |
| |
| Words and Knowledge | |
| |
| |
| Comprehension Techniques | |
| |
| |
| What Happens in Second Grade | |
| |
| |
| Decoding, Word Recognition, and Oral Reading | |
| |
| |
| Language, Comprehension, and Response to Text | |
| |
| |
| Spelling and Writing | |
| |
| |
| What Happens in Third Grade | |
| |
| |
| Decoding, Word Recognition, and Oral Reading | |
| |
| |
| Language, Comprehension, and Response to Text | |
| |
| |
| Spelling and Writing | |
| |
| |
| Accomplishments of the Second and Third Grade Student | |
| |
| |
| Computers in Classrooms and at Home | |
| |
| |
| Excellence in Primary Grade Teaching--A Career-Long Process | |
| |
| |
| Preventing Reading Difficulties | |
| |
| |
| Who Are the Children Who Have Reading Difficulties | |
| |
| |
| Children Who Attend a Chronically Low-Achieving School | |
| |
| |
| Children with Low English Proficiency | |
| |
| |
| Children Unfamiliar with Standard English Dialect | |
| |
| |
| Children Living in Communities in Poverty | |
| |
| |
| What Can We Do Before Children Reach School? | |
| |
| |
| Health Care Professionals and Reading | |
| |
| |
| Screening by Early Childhood Professionals | |
| |
| |
| Children Whose Parents Have a History of Reading Difficulty | |
| |
| |
| Developmental Interventions for the Youngest Children | |
| |
| |
| Reaching Out to Children's Homes | |
| |
| |
| Summary | |
| |
| |
| Help in the Early Grades | |
| |
| |
| The Need for Reading Specialists | |
| |
| |
| The Community Is Needed | |
| |
| |
| Volunteer Tutoring | |
| |
| |
| Conclusion | |
| |
| |
| Glossary | |
| |
| |
| For More Information | |
| |
| |
| Internet Resources | |
| |
| |
| Acknowledgments | |
| |
| |
| Credits | |
| |
| |
| Index | |