Efnisyfirlit

• Acknowledgments
• About the Author
• Introduction
• Context
• Code First or Meaning First
• Code First
• Meaning First
• Top Down
• Tools in Your Teaching Toolbox
• Audience
• Section I.Understanding the Reading Process
• Chapter 1. Creating Meaning With Print: The Neurocognitive Model
• Understanding Reading
• The Phonological Processing Model of Reading
• The Neurocognitive Model of Reading
• Creating Meaning With Print
• Reading: A Neurological Perspective
• The Three Cueing Systems
• 1. Semantic
• 2. Syntactic
• 3. Grapho-Phonetic
• The Relative Unimportance of Letters
• The Neurocognitive Process
• Speed and Efficiency
• The Meaninglessness of Individual Words
• Last Word
• Chapter 2. Eye Movement and Neural Pathways
• Eye Movement During Reading
• Your Dancing Eyeballs
• Scanner
• Perception
• Understanding Our Learning Organ
• An Integrated Whole
• Creating Neural Networks
• We Create Our Own Reality
• Last Word
• Chapter 3. Understanding Reading From a Cognitive Perspective
• The Difference Between Brain and Mind
• The Information Processing Model
• Perceptions—Sensory Resister—Sense Memory
• Short-Term Memory
• Holding More Bits
• Learning to Read
• Working Memory
• Automaticity
• Long-Term Memory
• The Two-Way Flow of Information
• LTM to STM
• LTM to Perception
• Schema Theory and Reading
• Last Word
• Section II.Diagnosing Reading Problems, Documenting Progress, and Planning Instruction
• Chapter 4. Diagnosis and Documentation
• Diagnosing the Problem
• Limitations of Standardized Tests
• Diagnostic Reading Inventory
• Graded Word Lists
• Graded Reading Passages
• Qualitative Data Analysis
• Miscue Analysis
• Assessing Comprehension
• Story Retelling
• Maze
• Putting It Together
• Three Deficit Areas
• Fluency
• Word Identification
• Comprehension
• Planning for Instruction
• Reliability, Validity, Intervention Plans, and IEPs
• Last Word
• Chapter 5. Reading Lessons
• SRE Lesson
• Lesson Purpose Statement
• Pre-Reading Activity
• During-Reading Activity
• Post-Reading Activity
• Guided Reading Lesson
• Planning a Guided Reading Lesson
• A Note About Guided Reading
• Shared Reading Lesson
• During-Reading Strategies
• ERT
• Every-Other
• Planning a Shared Reading Experience
• Last Word
• Section III.10 Instructional Elements
• Chapter 6. 10 Elements of Reading Instruction
• No Magical Programs
• Comprehensive Reading Instruction
• 10 Essential Elements for Reading Instruction
• Teaching Reading With the Brain in Mind
• 1. Engagement
• 2. Repetition
• 3. Input Quantity
• 4. Coherence
• 5. Timing
• 6. Error Correction
• 7. Emotional States
• Last Word
• Chapter 7. Emergent Literacy: Concepts of Print and Phonemic Awareness
• Approaches to Early Literacy Instruction
• Code First
• Meaning First
• Skills Instruction in a Meaning-First Approach
• Developmentally Appropriate Instruction
• Whole-to-Part-to-Whole Instruction
• Creating the Conditions for Early Literacy Learning
• Concepts of Print
• Phonemic-Phonics Hybrid Activities
• Phonemic-Phonics Hybrids for Older Students
• Last Word
• Chapter 8. Emotions and Motivation
• Emotions
• Understanding
• Honesty, Trust, and Relationship
• The Value-Expectancy Theory of Motivation
• Value
• Attainment Value
• Intrinsic Value
• Utility Value
• Expectancy
• Some Basic Strategies
• Last Word
• Chapter 9. Literature and Instructional Approaches
• Strategies for Promoting Voluntary Reading
• Instructional Approaches
• Language Experience Approach
• Self-Selected or Reading Workshop Approach
• Basal-Reading Workshop Approach
• The Four Blocks™ Approach
• Last Word
• Chapter 10. Phonics
• Fawnix
• Tips for Developing Phonetic Cueing Systems
• Systematic Phonics Instruction
• Types of Phonics Instruction
• 14 Strategies
• Last Word
• Appendix: Phonics Checklist
• Chapter 11. Strategies for Developing Word Identification Skills
• Terms and Concepts Related to Word Identification
• Recognizing and Identifying Words
• Strategies and Skills
• Context Clues: The Semantic Cueing System
• Cloze
• Maze
• Word Order and Grammar: The Syntactic-Cueing System
• Word Parts
• Word Parts: A Strategy for Identifying Words
• Word Parts: Pedagogical Strategies
• Phonograms: Pedagogical Strategies
• Morphemic Analysis
• Morphemic Analysis: A Strategy for Identifying Words
• The Most Common Prefixes and Suffixes
• Teaching About Prefixes
• Teaching About Suffixes
• Root Words
• Activities for Developing Morphemic Recognition
• Sight Words
• Last Word
• Chapter 12. Fluency
• Reading Fluency
• Neural Pathways and Networks
• Strategies for Enhancing Reading Fluency
• Wide Reading
• Repeated Reading
• Other Fluency Strategies
• Avoid Round-Robin Reading
• Last Word
• Chapter 13. Comprehension of Narrative Text
• Comprehension Basics
• Teaching Tips
• Activities Organized by Cognitive Process
• Recognize Story Grammar
• Predict
• Visualize
• Infer
• Compare
• Evaluate
• Analyze
• Identify Cause-Effect
• Identify Supporting Details
• Last Word
• Chapter 14. Comprehension of Expository Text
• Expository Text
• Teacher Pre-Reading Strategies
• Study-Skill Strategies
• Basic Study-Skill Strategies
• Helping All Teachers Become Teachers of Reading
• Pedagogical Strategies to Develop Cognitive Processes Related to Comprehension
• Last Word
• Chapter 15. Vocabulary
• Attending to Vocabulary
• Word Learning
• Levels and Types of Word Knowledge
• Volume and Vocabulary
• General Principles for Developing Students’ Vocabulary
• Strategies for Developing Students’ Vocabulary
• Visual Displays and Graphic Organizers
• Last Word About Words
• Chapter 16. Writing
• The Why and How of Writing
• 10 General Guidelines
• Specific Strategies
• Last Word
• Epilogue
• References
• Index