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• Half Title Page
• Series Page
• Title Page
• Copyright
• Dedication
• About the Authors
• Preface
• Acknowledgments
• Contents
• 1. Overview of Reading Comprehension
• How Do the Reading Comprehension Skills of Good and Poor Readers Differ?
• Word Reading, Fluency, and Vocabulary: Essential Features of Reading Comprehension
• What Is Involved in Reading Comprehension?
• Conclusion
• 2. Assessing Reading Comprehension
• Challenges of Measuring Reading Comprehension
• Limitations of Traditional Comprehension Assessment Procedures
• Reading Comprehension Measures
• Measuring Metacognitive Reading Processes
• Additional Considerations in Assessing Reading Comprehension
• Conclusion
• Appendix 2.1. Prompted Think-Aloud
• 3. Vocabulary Instruction
• How Does Teaching Vocabulary Facilitate Reading Comprehension?
• How Can We Assess and Monitor Vocabulary Learning?
• Assessing Vocabulary Learning
• What Are the Best Practices for Promoting Vocabulary Acquisition?
• Conclusion
• Appendix 3.1. Vocabulary Assessment within Social Studies Instruction
• 4. Instructional Practices That Promote Reading Comprehension
• Instructional Practices in Reading Comprehension for Students with LD
• Before Reading
• During and After Reading
• Strategies for Understanding Narrative Text
• Reading and Writing Connections
• Conclusion
• 5. Effectively Using Text to Promote Reading Comprehension
• The Importance of Text in Reading Comprehension
• Text Levels and Reading Comprehension Instruction
• Selecting Appropriate Texts
• Text Structure
• Conclusion
• 6. Promoting Content-Area Literacy
• What Is Content-Area Literacy?
• What Is Disciplinary Literacy?
• Reading in the Content Areas
• Conclusion
• 7. Supporting English Learners with Learning Difficulties
• Who Are ELs?
• Factors That Influence Comprehension for ELs
• Recommended Instructional Practices to Support ELs with Reading Difficulties
• Conclusion
• 8. Intensive Interventions for Students with Significant Reading Comprehension Difficulties
• How to Accelerate the Progress of Students with Significant Reading Comprehension Difficulties
• Implementing Strategies That Enhance Cognitive Processing
• Intensifying Instructional Delivery
• Conclusion
• 9. Multicomponent Approaches to Strategy Instruction
• Reciprocal Teaching
• Collaborative Strategic Reading
• Multistrategy Inference Intervention
• Conclusion
• 10. Questions Teachers Ask about Teaching Reading Comprehension
• The Role of Word Reading for Promoting Reading Comprehension
• Secondary Content-Area Teachers and Reading Comprehension
• Building Background Knowledge
• Strategy Instruction and Reading Comprehension
• Text Sources and Text Levels
• Independent Reading, Reading Silently, and Reading Comprehension
• Motivation and Reading Comprehension
• Appendix. Lesson Plans
• Before-Reading Lesson Plans
• Text Preview
• Vocabulary Maps
• Semantic Maps
• Systematic Morphology Instruction
• Essential Words Routine
• During-Reading Lesson Plans
• Main Idea Sketch
• Get the Gist
• Identifying the Main Idea
• Does It Make Sense?
• Activating Background Knowledge While Reading
• Identifying Text-to-Self Connections
• Making and Checking Predictions in a Book
• Identifying Text-to-Text Connections
• Identifying Characters and Setting
• Identifying Sequence of Events in Story Structure
• Identifying Problem and Solution in Story Structure
• Identifying Cause and Effect
• Generating Questions
• Making Inference with Sentences
• Making Inferences in Science
• Click and Clunk
• After-Reading Lesson Plans
• What Do You Know?
• Summarizing Information
• Key Word Review
• Glossary
• References
• Index