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| Acknowledgments | |
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| About the Authors | |
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| Introduction | |
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| On the Nature of Reading | |
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| The Importance of Learning to Read | |
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| Why Learning to Read Is So Difficult | |
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| The Basics of Reading | |
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| Reflective Questions | |
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| What Happens in the Brain When Children Read Words? | |
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| Brain Basics | |
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| Reading Problems With a Biological Basis | |
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| Attention and Memory Systems | |
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| Reflective Questions | |
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| Building a Foundation for Reading: Birth to Age 3 | |
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| Reading Relies on Early Language Skills | |
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| The Beginnings of Language | |
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| The Language Explosion: 1 to 2 Years | |
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| Precursors to Writing in the First 3 Years | |
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| Reflective Questions | |
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| Emerging Literacy During the Preschool Years | |
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| Mirror Neurons Drive Learning | |
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| Oral Language and Vocabulary | |
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| Print Awareness and Alphabet | |
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| Developing Writing Skills | |
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| Reflective Questions | |
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| Beginning to Read: Ages 5 and 6 | |
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| Instruction Essentials for Emerging Readers | |
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| The Brain's Memory Systems | |
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| Breaking Away From Static Teaching Tradition | |
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| Priming Skills for 5- and 6-Year-Olds | |
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| Reflective Questions | |
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| Breaking the Reading Code: Learning to Read Through Instruction | |
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| Reading and Language Arts Guidelines for Kindergarten and First Grade | |
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| Structuring the Brain for Decoding | |
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| Word Recognition Gains Sophistication | |
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| Teaching Encoding: Spelling and Writing | |
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| Reading Beyond Encoding and Decoding | |
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| Reflective Questions | |
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| Assessing and Responding to Readers at Risk | |
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| The Case for Early Assessment | |
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| English Language Learners | |
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| Assessments of Students With Regularly Developing Reading Skills | |
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| Differences in Brain Development | |
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| Assessment and Reading Standards | |
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| Response to Intervention: Reading Models | |
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| School Interventions That Work | |
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| Reflective Questions | |
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| Comprehension and Vocabulary: Challenges for Second Grade | |
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| Reading and Language Arts Guidelines for Second Grade | |
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| Instruction for Vocabulary and Comprehension | |
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| Ways to Teach the Curious Brain | |
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| Building the Brain for Comprehension | |
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| Strategic Reading With Comprehension in Mind | |
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| Reflective Questions | |
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| Putting Reading Skills to the Task: Expectations for Third Grade and Beyond | |
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| Reading and Language Arts Guidelines for Third Grade | |
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| Factors Affecting Reading Fluency | |
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| The Brain's Rate of Processing | |
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| Developing Reading Fluency | |
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| Final Comments | |
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| Reflective Questions | |
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| Conclusion | |
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| A Child's Brain and Reading: A Dozen Key Learnings | |
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| Glossary | |
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| Instructional Resources | |
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| References and Further Reading | |
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| Index | |