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• Title Page
• Copyright
• Dedication
• Series Preface
• Preface
• Acknowledgments
• Chapter One: Introduction
• The Unfair Race
• The Importance of Reading
• The Gap Between Reading Research and Classroom Practice
• The Unfortunate Reality About Reading Research: Nobody Knows About It!
• Why Is There a Gap Between Research and Classroom Practice?
• The Powerful Research Results We Have Been Missing
• Acknowledging and Responding to the Gap Between Research and Practice
• Summary
• Chapter Two: How We Teach Reading and Why It Does Not Work With Struggling Readers
• A Very Brief History of Reading Instruction
• Why Our Current Approaches to Reading Instruction Are Ineffective With Struggling Readers
• The Visual Memory Hypothesis of Word Reading
• The Three Cueing Systems Model of Reading
• The Phonics Approach to Reading
• Summary
• Chapter Three: A Practical Framework for Understanding and Assessing Reading Skills
• The Simple View of Reading
• Types of Reading Difficulties/Disabilities
• The Components of Reading
• The Components of Word-Level Reading
• The Components of Linguistic Comprehension
• Summary
• Chapter Four: Understanding Word Recognition Difficulties
• The Importance of This Chapter
• Introducing Orthographic Mapping
• How Skilled Word Reading Develops
• The Early Stages of the Reading Process
• Learning to Read Irregular Words
• The Research on Orthographic Mapping
• How the Phonological-Core Deficit Hinders Reading Development
• Word-Reading Fluency and Orthographic Mapping
• Students Whose Native Language Is Not English
• Answers to the Questions Posed About Reading Difficulties
• Summary
• Chapter Five: Understanding Reading Comprehension Difficulties
• Specific Reading Comprehension Impairment
• What Is Required for Skilled Reading Comprehension?
• Reader Abilities
• Text Factors
• Task Factors
• Students Whose First Language Is Not English
• Summary
• Chapter Six: Assessing Phonological Processing Skills
• An Introduction to Intervention-Oriented Assessment of Reading
• Issues in Assessing Phonological Skills
• Phonological Awareness Assessment
• Phonological Blending Assessment
• The Rationale for Assessing Rapid Automatized Naming and Working Memory
• Summary
• Chapter Seven: Assessing Phonics Skills
• Orthographic Knowledge
• Assessing Phonics Skills
• Summary
• Chapter Eight: Assessing Word Identification and Reading Fluency
• The Assessment of Word-Reading Skills
• Untangling the Confound Between Word Recognition and Word Identification
• Word Identification Subtests
• The Assessment of Word-Reading Fluency
• Types of Fluency Tasks
• Summary
• Chapter Nine: Assessing Reading Comprehension and Related Skills
• Reading Comprehension Assessment
• Tests of Reading Comprehension
• Tests of Listening Comprehension
• Assessment of Skills That Contribute to Reading Comprehension and Listening Comprehension
• Summary
• Chapter Ten: Effective Approaches for Preventing Reading Difficulties
• Prevention: Removing the Hurdles Before the Race Begins
• Experimental Support for Phonological Awareness Instruction
• Experimental Support for Explicit and Systematic Letter-Sound Instruction
• Practical Considerations Regarding Teaching Letter-Sound Skills and Phonics
• The Centrality of Phonology in Word Reading
• Phonological Awareness Training Programs
• Preventing Literacy-Related Language Difficulties
• Summary
• Chapter Eleven: Effective Approaches for Overcoming or Minimizing Reading Difficulties
• Intervention with Word-Level Reading Difficulties
• Popular Reading Interventions With Modest or Minimal Results
• Reading Intervention Research With Minimal to Modest Results
• The Phonological Awareness Intervention Continuum
• Reading Intervention Studies with Highly Successful Results
• Specific Programs Used in Highly Successful Outcome Studies
• Addressing Comprehension Difficulties
• Making It Work: Practical Intervention Issues
• Summary
• Chapter Twelve: Case Illustrations
• Mild Dyslexic Pattern
• Severe Dyslexic Pattern
• ELL Student
• Compensator Pattern
• Hyperlexic Type
• Summary
• Chapter Thirteen: Reading Difficulties and Learning Disability Identification
• Far Fewer Students with SLD?
• Characteristics That Suggest an Educational Disability—Part 1: SLD in Word-Level Reading
• Characteristics That Suggest an Educational Disability—Part 2: Reading Comprehension
• General Guidelines for Identifying a Reading Disability
• Summary
• Afterword
• Glossary
• Further Reading
• References
• About the Author
• About the Online Resources
• Content Included in the Online Resources
• Index
• End User License Agreement