Summary
Contents
Subject index
Featuring vignettes, graphic organizers, instructional strategies, up-to-date research, and more, this updated bestseller helps educators understand the most effective ways to teach all students to read.
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Front Matter
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Chapters
- Introduction
- Shift Your Paradigms
- Paradigm 1: Demographics Versus Opportunities to Learn
- Paradigm 2: Wait and See Versus Intervention and Prevention
- Paradigm 3: Reading Is Natural Versus Reading Is Rocket Science
- Paradigm 4: Whole-Group Instruction Versus Whole-Group Instruction and Differentiation
- Paradigm 5: Teacher Autonomy Versus Scientifically Based Reading Research
- Paradigm 6: Unaccountable Versus Accountable
- Paradigm 7: Inalterable Variables Versus Alterable Variables
- Paradigm 8: Competitive Versus Collaborative
- Put Together the Reading Puzzle
- Become an Instructional Leader
- Effective Teacher Leaders
- Strong Instructional Leaders
- Summarizing the Introduction
- Notes
- Chapter 1: Phonemic Awareness
- What Is Phonemic Awareness and How Do Students Acquire It?
- When Should Phonemic Awareness Be Taught?
- The Role of Phonemic Awareness in Skilled Reading
- Scientific Evidence for Phonemic Awareness Instruction
- Effective Instructional Practices for Teaching Phonemic Awareness
- Differentiated Instruction
- Case Study: Explicitly Teaching Routines and Rules—Getting Ready to Learn
- Explicit, Systematic, and Supportive Instruction
- Classroom Snapshot
- Intensive and Specialized Intervention
- Case Study: Learning to Read in Lake Wobegon—The Student in Row 5
- Response to Intervention and Special Education
- Response to Intervention and the Three-Tier Model
- Response to Intervention and Reading First
- Guidelines for Implementing Phonemic Awareness Instruction
- Summarizing Chapter 1
- Notes
- Chapter 2: Phonics
- What Is Phonics and How Do Students Learn to Decode?
- When Should Phonics Be Taught?
- The Role of Phonics in Skilled Reading
- Scientific Evidence for Phonics Instruction
- Effective Instructional Practices for Teaching Phonics
- Flexible Grouping
- Case Study: Differentiating Instruction With Centers in First Grade
- Text at Students' Reading Levels
- Intensive Interventions for Struggling Beginning Readers
- Summarizing Chapter 2
- Notes
- Chapter 3: Spelling
- What Is Spelling and How Do Students Become Good Spellers?
- When Should Spelling Be Taught?
- The Role of Spelling in Skilled Reading
- Scientific Evidence for Spelling Instruction
- The Relationship Between Spelling and Reading
- The Importance of Spelling Instruction
- Multilinguistic Spelling Instruction
- Effective Instructional Practices for Teaching Spelling
- The Dos of Effective Spelling Instruction
- The Don'ts of Effective Spelling Instruction
- Intensive Spelling-Based Reading Interventions
- Summarizing Chapter 3
- Chapter 4: Fluency
- What Is Fluency and How Do Students Become Fluent Readers?
- When Should Fluency Be Taught?
- The Role of Fluency in Skilled Reading
- Scientific Evidence for Fluency Instruction
- Effective Instructional Practices for Facilitating Fluency
- Facilitate Fluency During the Reading Block
- Use Small-Group Interventions to Increase Reading Fluency
- Use a Wide Variety of Repeated-Reading Techniques
- Use More Intensive, Specialized Fluency-Building Interventions
- Summarizing Chapter 4
- Chapter 5: Word and World Knowledge
- What Is Word and World Knowledge and How Do Students Acquire It?
- Word Knowledge
- World Knowledge
- When Should Word and World Knowledge Be Taught?
- The Role of Word and World Knowledge in Skilled Reading
- Linguistic Poverty
- Knowledge Deficits
- Scientific Evidence for Teaching Word and World Knowledge
- Effective Instructional Practices for Teaching Word and World Knowledge
- Build a Word-and World-Conscious School
- Raise Students' Awareness of Words
- Build Big Words Into Everyday Routines
- Provide Definitional and Contextual Information About New Words
- Provide Multiple Opportunities for Cognitive Processing
- Play With Words
- Teach Word and World Knowledge Recursively
- Teach Word Parts: Prefixes, Suffixes, and Roots
- Integrate Spelling and Vocabulary Instruction
- Use and Teach Content Vocabulary Daily in a Systematic Way
- Accelerate Vocabulary Knowledge for Advanced Students
- Teach Your Students to Become Word Wizards
- Use Nonfiction Read-Alouds to Teach Word and World Knowledge
- Summarizing Chapter 5
- Chapter 6: Comprehension
- What Is Comprehension and How Do Students Become Skilled Comprehenders?
- Cognitive Strategy 1: Activating
- Cognitive Strategy 2: Inferring
- Cognitive Strategy 3: Monitoring–Clarifying
- Cognitive Strategy 4: Questioning
- Cognitive Strategy 5: Searching–Selecting
- Case Study: New Literacies
- Cognitive Strategy 6: Summarizing
- Cognitive Strategy 7: Visualizing–Organizing
- When Should Comprehension Be Taught?
- The Role of Comprehension in Skilled Reading
- Scientific Evidence for Teaching Comprehension
- Effective Instructional Practices for Teaching Comprehension
- Direct Instructing and Explaining
- Modeling
- Giving Directions
- Scaffolding
- Coaching
- Attributing
- Constructing Meaning
- Take Comprehension Instruction to the Next Level
- Increase the Time
- Increase the Amount of Direct Teaching and Thinking Aloud
- Use Predominantly Nonfiction Text to Teach Comprehension
- Change the Student–Teacher Ratio During Comprehension Instruction
- Summarizing Chapter 6
- Chapter 7: Reading a Lot
- What Is Reading a Lot and How Do Students Become Voracious Readers?
- When Should Reading a Lot Be Taught?
- The Role of Reading a Lot in Skilled Reading
- The Lack of Scientific Evidence for Reading a Lot
- Effective Instructional Practices for Teaching Reading a Lot
- Stop Ignoring the Students Who Can't Read Grade-Level Texts
- Make Accessible Reading Available to All Students in Their Classrooms
- Enlist Students in Personal Goal Setting for Reading Improvement
- Case Study: The Case of the Highly Motivated Dysfluent Reader
- Increase the Amount of Time Spent Reading
- Increase the Number of Pages or Words Read
- Use Instructional Approaches Known to Be Intrinsically Motivating
- Read More Nonfiction to Build Word and World Knowledge
- Scaffold Mindful Silent Reading
- Create Personalized Accountability
- Summarizing Chapter 7
- Chapter 8: Writing
- What Is Writing and How Do Students Learn to Write?
- When Should Writing Be Taught?
- The Relationship of Reading and Writing
- Scientific Evidence for the Writing–Reading Connection
- Notching Up Reading and Writing Instruction
- Writing Intensive Reading Comprehension: A Classroom Intervention
- Reasoning and Writing: A Direct Instruction Core Program for Writing
- Summarizing Chapter 8
- Chapter 9: A Reading Culture
- Welcome to Gering
- The Gering “No Excuses” Model
- Paradigms
- Academic Focus
- Curriculum, Instruction, and Assessment
- Research-Based Curricula
- Research-Based Instruction
- Data-Driven Improvement
- Grouping and Time
- Professional Development
- Expectations
- Sustainability Beyond NIFDI and RF
- Formation of a District Leadership Team
- Increased Monitoring and Supervision by the Building Leadership Team
- Formation of a District Training Cadre
- Summarizing Chapter 9
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Back Matter
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