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• Cover
• Half Title
• Title Page
• Copyright Page
• Dedication Page
• Table of Contents
• Acknowledgments
• SECTION I Introduction to Reading Instruction and Assessment
• Section I: Overview
• Guiding Questions
• 1 Understanding the Nature of Reading and Schools
• The Nature of Reading
• Characteristics of Readers
• Proficient Readers
• Readers Who Struggle
• Factors that Make Students “At-risk”
• Low Socioeconomic Status
• Cultural Differences
• English Language Development
• Language-based Disabilities
• The Nature of Schools
• Today’s Classrooms
• External Influences on School Performance
• Response to Intervention
• Organization of the Book
• 2 Assessment of Reading
• Fundamentals of Assessment
• Background Information
• Exclusionary Information
• Environmental Factors
• Educational History
• Observed Testing Behavior
• Student Motivation
• Formal Assessments
• Characteristics of Formal Assessments
• Purposes of Formal Assessments of Reading
• Informal Assessments
• Characteristics of Informal Assessments
• Purposes of Informal Assessments of Reading
• Assessment Application
• Selection
• Administration
• Scoring
• Interpretation
• Next Steps
• Application Vignette: A New Student in Mrs. Jones’ 4th Grade Classroom
• 3 Informal Reading Inventories
• Fundamentals of Informal Reading Inventories
• Reading Skills Assessed
• Word Identification
• Reading Fluency
• Reading Comprehension
• Other Skills
• Reading Levels
• Text Level
• Student Reading Level
• Assessment Application
• Selection
• Purpose and Information Obtained from an IRI
• Qualifications to Administer an IRI
• Administration
• The Test Setting
• General Assessment Procedures
• Procedures for Administering Word Lists
• Procedures for Administering Passages
• Scoring Passages
• Application Vignette: Administering an IRI from Beginning to End
• Error Analysis
• Interpretation
• Section I: Application Activities
• Show What You Know!
• Partner Activity/Discussion
• Learn More: Multimedia Activity
• SECTION II Foundations of Early Reading and Writing
• Section II: Overview
• Guiding Questions
• 4 Oral Language Development
• Fundamentals of Language Development
• Communication
• Language
• Form
• Content
• Use
• Listening Comprehension
• Stages of Language Development
• Prelinguistic Stage
• Emerging Language Stage
• Developing Language Stage
• Language for Learning Stage
• Adolescent/Advanced Language Stage
• Instructional Approaches
• Early Learning Experiences
• Fostering Language Development in K–12 Classrooms
• Fostering Listening Comprehension
• 5 Early Reading
• Fundamentals of Early Reading
• Concepts of Print
• Phonological Awareness
• Alphabetic Knowledge
• Listening Comprehension
• Early Writing
• Instructional Approaches
• Set the Stage for Learning
• Modeling, Modeling, and More Modeling
• Shared Reading
• Shared Writing
• Developmentally Appropriate Explicit Instruction
• Phonological Awareness Activities
• Letter/Sound Correspondence Activities
• Structured Writing Activities
• Practice Through Play
• Big Book and Library/Reading Center
• Literacy Center
• Science Center
• Dramatic Play Center
• Blocks and Puzzles Center
• Multimedia/Computer Center
• Application Vignette: Literacy Integrated with Kindergarten Science (LINKS)
• 6 Supporting All Students in Early Reading Development
• Students Who Struggle to Develop Early Reading Skills
• Challenges Stemming from English Language Development
• Challenges Stemming from Disability
• Assessment of Oral Language and Early Reading Skills
• Early Reading Screeners
• Observation/Authentic Assessment
• Observation of Oral Language Development
• Observation of Early Reading Development
• Early Progress Monitoring
• Instructional Supports for Struggling Readers
• Selection of Instructional Materials
• Considerations for Instruction
• Additional Learning Opportunities
• Specialized Instruction: Language and Early Reading
• Section II: Application Activities
• Show What You Know!
• Partner Activity/Discussion
• Learn More: Multimedia Activity
• SECTION III Accessing Text
• Section III: Overview
• Guiding Questions
• 7 Word Identification Skills and Fluency
• Fundamentals of Word Identification
• Types of Words
• Phonetically Regular Words
• Phonetically Irregular Words
• Sight Words
• Types of Text
• Texts Appropriate for Instruction
• Texts Appropriate for Independent Practice
• Texts that Should Be Avoided
• The Instructional Environment
• Instructional Approaches
• Phonics
• Memory Strategies
• Structural Analysis
• Approaches for Promoting Reading Fluency
• Model Fluent Reading
• Repeated Reading
• Reader’s Theater
• Independent Practice
• Self-monitoring When Reading Connected Text
• 8 Intensive Reading Intervention
• Fundamentals of Intensive Reading Interventions
• Students Who Need Intensive Intervention
• Comprehensive Intensive Reading Programs
• Direct Instruction Approaches
• Orton-Gillingham Approaches
• Scope and Sequence of Intensive Reading Program Curriculums
• Types of Words
• Phonetically Regular Words
• Phonetically Irregular Words and Sight Words
• Multi-syllable Words
• Types of Text
• Increased Explicitness of Instruction in Intensive Reading Programs
• Instructional Environment and Arrangement
• Instructional Techniques
• Specialized Instruction: Skill Specific/Supplemental Reading Programs
• 9 Supporting All Students in Accessing Text
• Students Who Struggle with Word Identification
• Challenges Stemming from English Language Development
• Challenges Stemming from Disability
• Challenges for Older Struggling Readers
• Assessment of Student Ability to Access Text
• Observation/Authentic Assessment
• Leveled Word Lists
• Informal Reading Inventories
• Computer-based Assessments
• Running Records
• Oral Reading Fluency Assessments
• Instructional Supports for Struggling Students
• Selection of Instructional Materials
• Considerations for Instruction
• Additional Learning Opportunities
• Specialized Instruction: Basic Reading Skills
• Section III: Application Activities
• Show What You Know!
• Partner Activity/Discussion
• Learn More: Multimedia Activity
• SECTION IV Understanding Text
• Section IV: Overview
• Guiding Questions
• 10 Reading Comprehension
• Fundamentals of Reading Comprehension
• Types of Text
• Narrative Texts
• Expository Texts
• Reading Comprehension Strategies
• Plan
• Pay Attention and Problem Solve
• Process Information
• Instructional Approaches
• Fostering Acquisition and Self-regulation of Reading Strategies
• Modeling Strategy Use
• Guided Practice of Strategy Use
• Independent Practice of Strategy Use
• Strategies that Help Students Plan
• Setting a Purpose for Reading
• Previewing
• Activating Background Knowledge
• Strategies that Help Students Pay Attention and Problem Solve
• Self-questioning
• Comprehension Monitoring
• Strategies that Help Students Process Information
• Using Retelling and Summarizing Strategies to Synthesize Information
• Using Text Structure and Graphic Organizers to Make Connections
• 11 Background Knowledge (Including Vocabulary)
• Fundamentals of Background Knowledge
• Making Connections
• The Role of Vocabulary
• Types of Vocabulary Words
• Depth of Word Understanding
• Instructional Approaches
• Building Background Knowledge
• Read Aloud
• Visual Aids and Multimedia
• Memorable Activities
• Building Vocabulary through Language Development and Reading
• Foster Student Interest and Awareness of Words
• Foster Wide Reading
• Foster Students’ Independent Learning of Words While Reading
• Building Vocabulary through Explicit Instruction
• Graphic Organizers
• Morphemic Analysis
• Keyword Mnemonics
• Activating Background Knowledge
• Application Vignette: DIVE
• 12 Supporting All Students in Understanding Text
• Students Who Struggle with Reading Comprehension
• Challenges Stemming from English Language Development
• Challenges Stemming from Disability
• Assessment of Student Understanding of Text
• Observation/Authentic Assessment
• Informal Reading Inventories
• Oral Story Retells
• Teacher-made Tests
• Computer-based Assessments
• Cloze/Maze Assessments
• Instructional Supports for Struggling Readers
• Selection of Instructional Materials
• Considerations for Instruction
• Additional Learning Opportunities
• Specialized Instruction: Comprehension
• Section IV: Application Activities
• Show What You Know!
• Partner Activity/Discussion
• Learn More: Multimedia Activity
• SECTION V Writing and Spelling
• Section V: Overview
• Guiding Questions
• 13 The Development of Writing and Spelling
• Fundamentals of the Writing Process
• Types of Composition
• Components of Written Expression
• Content and Clarity
• Mechanics and Conventions
• Developmental Spelling Stages
• Precommunicative Stage
• Semiphonetic (or Early Letter Name) Stage
• Phonetic (or Middle/Late Letter Name) Stage
• Within Word (Transitional Speller) Stage
• Syllable Juncture Stage
• Derivational Constancy Stage
• The Writing Process
• Writing Strategies
• Instructional Approaches
• Fostering Acquisition of Spelling
• Word Study
• Memorization Strategies
• Structural Analysis
• Fostering Acquisition and Self-regulation of Writing Strategies
• Strategies that Help Students Plan
• Strategies for Brainstorming
• Strategies for Drafting
• Strategies that Help Students Pay Attention and Problem Solve
• Strategies for Revising
• Strategies for Editing
• Strategies that Help Students Present Information
• 14 Supporting All Students in Writing and Spelling
• Students Who Struggle with Writing and Spelling
• Challenges Stemming from English Language Development
• Challenges Stemming from Disability
• Assessment of Student Spelling Skills
• Observation/Authentic Assessment
• Teacher-made Spelling Tests
• Informal Spelling Inventories
• Instructional Supports for Struggling Spellers
• Selection of Instructional Materials
• Considerations for Instruction
• Additional Learning Opportunities
• Specialized Instruction: Spelling
• Assessment of Student Writing Skills
• Observation/Authentic Assessment
• Teacher-made Tests of Writing Skills
• Instructional Supports for Struggling Writers
• Selection of Instructional Materials
• Considerations for Instruction
• Additional Learning Opportunities
• Specialized Instruction: Writing
• Section V: Application Activities
• Show What You Know!
• Partner Activity/Discussion
• Learn More: Multimedia Activity
• Appendix A
• Appendix B
• Appendix C
• Appendix D
• Index