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| About the Authors | |
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| Preface | |
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| Acknowledgments | |
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| The Psychology and Psycholinguistics of Literacy Skills | |
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| Introduction to Literacy Skills and Their Acquisition | |
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| What Are Literacy Skills? | |
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| When Are Literacy Skills Acquired? | |
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| Do All Children Acquire Reading Skills at the Same Rate? | |
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| What Factors Influence the Acquisition of Literacy Skills? | |
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| The Component Model of Reading | |
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| The Psychology of Reading and the History of Literacy Instruction in the United States | |
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| The Psychology of Reading | |
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| History of Literacy Instruction in the United States | |
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| Approaches to Literacy Instruction: Today's Major Players | |
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| The Psycholinguistics of Spoken Language | |
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| The Importance of a Knowledge of Linguistics | |
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| Linguistics and Psycholinguistics | |
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| Components of Spoken Language | |
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| The Influence of Language on Reading and Writing Skills | |
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| The Psycholinguistics of Written Language | |
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| Basic Concepts Involved in the Study of Writing Systems | |
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| Origins and History of Writing Systems | |
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| Written Language Is as Natural as Spoken Language | |
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| Written Language Is Not Merely Speech Written Down | |
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| The Influence of Written Language on Spoken Language | |
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| Development of Spoken and Written Language Skills | |
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| Prereading Skills: Print Awareness, Emergent Literacy, and Invented Spelling | |
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| Developmental Sequence of the Components of Spoken Language | |
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| Literacy Instruction and Teaching Strategies | |
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| Developing Basic Literacy Skills | |
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| Major Approaches to Beginning Literacy Instruction | |
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| Promoting Listening Comprehension Skills in Preschoolers | |
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| Strategies for Fostering Print Awareness | |
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| Strategies for Developing Phonological Awareness | |
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| Strategies for Developing Phonemic Awareness | |
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| Strategies for Introducing the Alphabetic Principle | |
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| What Does the Research Say? | |
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| Strategies for Developing Decoding, Instant Word Reading, and Spelling Skills | |
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| Strategies for Developing Decoding and Word Recognition Skills | |
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| Instant Word Reading and Fluency | |
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| Instructional Programs for Teaching Children at Risk | |
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| Strategies for Promoting Spelling Skills | |
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| Strategies for Developing Vocabulary Knowledge, Comprehension Skills, and Writing Skills | |
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| Encountering Words | |
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| Remembering Words | |
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| Promoting Reading Comprehension | |
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| Promoting Writing Skills | |
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| Reading Disability and Attention-Deficit/Hyperactivity Disorder | |
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| Reading Disability: Medical Focus | |
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| Learning Disability: Educational Focus | |
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| Instructional Methods for Learning Disability | |
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| Inconsistent Attention as a Source of Reading Difficulties | |
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| Assessment in Literacy Instruction | |
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| Testing and Assessment of Literacy Skills | |
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| Testing and Assessment: What Is the Difference? | |
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| Controversy Over Testing | |
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| Tests | |
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| Assessment | |
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| References | |
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| Appendices | |
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| Glossary | |
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| Review of Selected Basal Readers | |
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| Technology Assistance and Computer Use in Literacy Instruction | |
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| Author Index | |
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| Subject Index | |