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| Foreword | |
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| Introduction | |
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| Guide to This Book | |
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| Promoting Children's Reading Success | |
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| Circumstances That Promote Reading | |
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| Growing Up to Read | |
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| Birth Through Age Four | |
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| Key Aspects of Language and Literacy, Activities for Very Young Children | |
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| Extended Vocabulary and Language Development | |
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| Phonological Awareness | |
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| Speech Discrimination | |
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| Knowledge of Narrative | |
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| Book and Print Awareness | |
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| Functions of Print | |
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| Print Concepts | |
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| Letter and Early Word Recognition | |
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| Comprehension | |
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| Literacy as a Source of Enjoyment | |
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| Literacy--from Parent to Child | |
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| Talking to a Baby: Day Care Environments | |
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| High-Quality Preschool | |
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| Language and Literacy Activities in Preschool | |
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| Phonological Awareness | |
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| Sociodramatic Play | |
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| Listening | |
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| Oral Language | |
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| Shared Reading | |
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| Exposure to Books | |
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| Letter-Naming | |
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| Writing | |
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| Computer-Based Literacy | |
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| Accomplishments of the Very Young Child | |
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| Early Childhood Educators | |
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| Becoming Real Readers | |
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| Kindergarten Through Grade Three | |
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| Individual Children | |
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| The Kindergarten Challenge | |
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| What Must Be Accomplished--Goals of Kindergarten | |
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| Activities and Practices for Kindergartners | |
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| Book and Print Awareness | |
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| Phonological Awareness | |
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| Language, Comprehension, and Response to Text Letter Recognition, Decoding, and Word Recognition | |
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| Spelling and Writing | |
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| Accomplishments of the Kindergarten Student | |
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| First Grade: An Important Year | |
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| Features of Success | |
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| Activities and Practices for First Grade Classrooms | |
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| Continuing Phonemic Awareness, Letter Knowledge, and Book and Print Awareness | |
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| Decoding, Word Recognition, and Oral Reading | |
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| Language, Comprehension, and Response to Text | |
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| Spelling and Writing | |
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| Accomplishments of the First Grade Student | |
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| Directions for Second and Third Grades | |
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| Strategies for Comprehension and Fluency | |
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| Words and Knowledge | |
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| Comprehension Techniques | |
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| What Happens in Second Grade | |
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| Decoding, Word Recognition, and Oral Reading | |
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| Language, Comprehension, and Response to Text | |
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| Spelling and Writing | |
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| What Happens in Third Grade | |
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| Decoding, Word Recognition, and Oral Reading | |
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| Language, Comprehension, and Response to Text | |
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| Spelling and Writing | |
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| Accomplishments of the Second and Third Grade Student | |
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| Computers in Classrooms and at Home | |
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| Excellence in Primary Grade Teaching--A Career-Long Process | |
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| Preventing Reading Difficulties | |
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| Who Are the Children Who Have Reading Difficulties | |
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| Children Who Attend a Chronically Low-Achieving School | |
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| Children with Low English Proficiency | |
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| Children Unfamiliar with Standard English Dialect | |
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| Children Living in Communities in Poverty | |
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| What Can We Do Before Children Reach School? | |
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| Health Care Professionals and Reading | |
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| Screening by Early Childhood Professionals | |
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| Children Whose Parents Have a History of Reading Difficulty | |
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| Developmental Interventions for the Youngest Children | |
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| Reaching Out to Children's Homes | |
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| Summary | |
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| Help in the Early Grades | |
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| The Need for Reading Specialists | |
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| The Community Is Needed | |
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| Volunteer Tutoring | |
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| Conclusion | |
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| Glossary | |
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| For More Information | |
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| Internet Resources | |
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| Acknowledgments | |
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| Credits | |
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| Index | |
