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Copyright, ii
Preface, xiii
Chapter One. Setting the Stage for Helping Struggling Readers, A-1
Key Ideas Underlying Literacy Development, 2
The Essentials of Reading Instruction, 4
Authentic and Engaged Reading Classrooms, 4
Corrective Reading in an Authentic and Engaged Context, 6
Principles of Authentic, Engaged, and Essential Corrective Instruction, 8
Use Authentic Texts and Other Reading Material, 8
Focus on the Essential Components of Reading, 8
Maximize Reading of Connected Text, 9
Provide for High Levels of Engagement, 9
Focus on Students’ Motivation and Interest in Reading, 9
Make Connections, 9
Let Students Lead the Way, 9
Provide Support When Needed, 10
Focus on Success, 10
Everybody’s a Teacher; Everybody’s a Learner, 10
Involve Parents, 10
Know Your Students; Track Their Progress, 11
A New Direction for Teaching Struggling Readers, 11
Discussion Questions, 12
Chapter Two. Determining Instructional Needs: Assessing Readers in Action, 14
Response to Intervention, 16
Making Use of Standardized Tests, 16
The Classroom as Setting, the Reader as Informant, 17
The Value of Portfolio Assessment, 18
The Importance of Observation, 20
Why Kidwatching?, 20
Professional Judgment in Making Diagnostic Decisions, 21
Observing throughout the School Day, 22
Techniques and Strategies, 23
Anecdotal Notes, 24
Checklists and Charts, 24
Conversations and Interviews, 26
Performance Samples, 28
Assessment Situations, 29
Observing, Understanding, and Helping Students, 30
Discussion Questions, 33
Chapter Three. Creating an Instructional Framework, 34
Accommodation, 35
Students’ Conceptual Needs and Beliefs, 37
Students’ Instructional Needs and Beliefs, 39
Teachers’ Instructional Responsiveness, 40
Develop a Community of Learners, 40
Establish Instructional Routines, 42
Read-Aloud, 42
Independent Reading, 43
Mini-Lessons, 45
Choice Time, 46
How Much Time on What Kind of Task?, 47
Create a Literate Environment, 48
Room Arrangements, 48
Materials, 49
What Do Teachers Do?, 52
Discussion Questions, 53
Chapter Four. Developing Positive Attitudes about Reading, 54
Motivation to Read: A View from Children, 56
What Affects Motivation?, 57
Finding Out about Attitudes and Interests, 58
Observation, 59
Informal Discussion, 59
Surveys and Checklists, 59
Learning to Expect Success, 61
Exemplary Classrooms, 61
Conditions of Language Learning, 62
Excellent Literacy Educators, 65
A Success-Based Classroom, 66
Learning to Value Reading, 66
How Do We Decide about the Value of Reading?, 67
Schoolwide Programs, 68
Classroom Programs, 69
Linking Attitudes to Achievement, 70
Discussion Questions, 71
Chapter Five. Preventing Reading Problems through Early Literacy Experiences, 72
Components of Exemplary Early Reading Instruction, 73
Talk with Children, 73
Read to Students, 74
Language Experience, 74
Predictable and Enlarged Texts, 75
Read Together—Choral Reading, 76
Shared Book Experience, 76
Environmental Print, 77
Daily Independent Reading, 77
Daily Writing, 77
Parent Involvement, 78
Phonemic Awareness: A Necessity for Reading, 78
How Students Develop Phonemic Awareness, 79
Assessing Phonemic Awareness, 80
Teaching and Nurturing Phonemic Awareness through Word Play and Writing, 82
Teaching and Nurturing Phonemic Awareness through More Focused Activities, 84
Creating Powerful Instructional Routines, 86
Discussion Questions, 87
Chapter Six. Overcoming Difficulties in Word Recognition, 88
Old and New Ways of Word Recognition Instruction, 92
Phonics, 93
Language Experience Approach, 95
Key Words and Word Banks, 96
Community Word Bank, 97
Word Sorts, 97
Word Families (Phonograms), 99
Letter-Sound Manipulations, 100
Making and Writing Words, 101
Word Ladders, 104
Word Walls, 104
Contextual Analysis, 106
Dealing with Longer Words, 108
Reading and Games, 109
Multisensory Approaches to Word Recognition, 111
Fluency Building and Wide Reading, 112
Making It Work through Instructional Routines, 112
Discussion Questions, 115
Chapter Seven. Developing Fluent Reading in Struggling Readers, 116
Assessing Reading Fluency, 119
Teaching Fluency, 120
Round Robin Reading Is Not Fluency Instruction, 120
Model Fluent Reading, 122
Repeated Readings, 122
Assisted Reading—Reading While Listening, 127
Marking Phrase Boundaries, 130
Choice of Texts and the Issue of Text Difficulty, 131
Instructional Routines, 133
Fluency Development Lesson, 133
Support-Reading Strategy, 135
Fluency-Oriented Reading Instruction, 135
Do Not Neglect Reading Fluency, 137
Discussion Questions, 137
Chapter Eight. Building Deep and Wide Vocabularies in Struggling Readers, 138
Traditional Vocabulary Instruction, 140
Two Important Dimensions of Vocabulary, 143
Best Ways to Learn New Words, 143
Principles of Effective Vocabulary Instruction, 144
Instructional Strategies for Teaching Vocabulary, 147
List Group Label, 147
Other Categorization Activities, 148
Concept Map, 149
Semantic Feature Analysis, 151
Vocabulary Timelines, 151
Possible Sentences, 153
Analogies, 154
Word Stories and Morphemic Roots, 155
Idioms, 157
Wonderful Words for the Day, 158
Games and Puzzles, 159
Integrating Vocabulary Routines throughout the Curriculum, 161
Discussion Questions, 163
Chapter Nine. Developing Comprehension with Narrative Text, 164
Effective Comprehension Instruction, 165
Supporting Comprehension before Reading, 168
Jackdaws, 168
Related Readings, 170
Prevoke, 170
Story Mapping, 171
Other Media and Activities, 171
Supporting Comprehension During Reading, 173
Directed Reading–Thinking Activity, 173
Think-Pair-Share, 175
Character Sketches, 176
Linguistic Roulette, 176
Imagery, 176
Extending Comprehension after Reading, 177
Group Mapping Activity, 177
Sketch to Stretch, 178
Tableau(x), 178
(Write and Share)², 179
Agree or Disagree? Why?, 179
Bleich’s Heuristic, 180
Compare-and-Contrast Charts, 180
Reader’s Theater, 181
Response Journals, 182
Readers’ Workshop and Literature Circles, 182
Balance Strategy Instruction and Independent Reading, 184
Discussion Questions, 185
Chapter Ten. Developing Comprehension with Informational Text, 186
Principles for Comprehension Instruction of Informational Text, 188
Prereading Activities, 189
Word Sorts, 189
Brainstorming, 190
Anticipation Guides, 191
K-W-L, 193
Building Background Knowledge, 193
Supporting Students During Reading, 195
Directed Reading–Thinking Activity, 195
Important Ideas and Words, 197
Save the Last Word for Me, 198
Postreading Activities, 198
Distinctive Features, 199
Herringbone, 200
Discussion Web, 200
Response Activities, 201
Supporting Web-Based Learning, 202
Purposeful Comprehension Instruction, 204
Discussion Questions, 205
Chapter Eleven. Writing Development, 206
Learning about Written Language, 208
Why Should Readers Write?, 209
Discovering What Children Know about Writing, 209
Supporting Writers and Readers: General Principles, 212
Classroom Atmosphere: Lots of Writing, 212
Talk about Writing, 212
Support, Encouragement, and Acceptance, 213
Modeling and Corrections, 214
Reading–Writing Activities, 214
Informal Writing–Reading Activities, 216
Dialogue Journals, 216
Learning Logs or Content-Area Journals, 217
Formal Writing–Reading Activities, 219
Genre Study, 219
Copy Change, 219
Inquiry, 222
Student Publishing Companies, 223
Sharing Writing, 224
Writing and Reading; Reading and Writing, 224
Discussion Questions, 225
Chapter Twelve. Putting It All Together: Developing Instructional Systems and Routines That Work for Students Who Struggle in Reading, 226
Guidelines for Program Development, 228
Focusing the Program, 229
Massed and Spaced Practice or Activity, 230
Consistency over Time, 231
Proficient, Professional Instructors, 232
Effective Instructional Programs, 232
Reading Recovery, 232
Literacy Lesson Framework, 233
The Four Blocks, 234
Literacy Teaching Framework, 235
Success for All, 235
Fluency Development Lesson/Fast Start, 236
Response to Intervention, 237
Make It Work for You, 239
Discussion Questions, 240
Chapter Thirteen. Involving Parents in Children’s Reading, 242
Use Proven and Effective Strategies, 244
Provide Training and Support, 244
Focus on Real Reading, 245
Make Activities Easy and Consistent, 245
Make Reading Enjoyable, 246
Provide Parents with Texts and Other Instructional Materials, 246
Provide Ways to Document Home Activities, 246
Be Consistent over the Long Term, 247
Successful Parent Involvement Programs, 248
Communication, 248
Encouragement and Incentive Programs, 252
Paired Reading, 252
Fast Start in Reading, 253
Backpack Programs, 254
ELL Families, 259
Some Final Thoughts, 259
Discussion Questions, 260
Appendix A. Poetry and Rhymes for Reading, 261
Appendix B. Common Word Families, 263
Appendix C. The Essential Primary Grade Sight Word List, 265
Appendix D. Sources of Information on Word Histories and Word Play, 268
Appendix E. Meaningful Prefixes, Suffixes, and Word Parts, 270
Appendix F. Bookmaking Ideas, 273
Appendix G. Sample Letter to Parents, 276
References, 278
Name Index, 288
Subject Index, 291

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