Thoroughly integrating the latest guidelines from the National Reading Panel, this is a practical guide to teaching reading via the direct instruction reading approach, a proven program that's especially powerful with the most vulnerable learners - those at-risk because of poverty, disability/limited English. Rather than simply list method after method, these nationally known and respected authors provide a specific repertoire of carefully sequenced, highly prescriptive procedures for teaching decoding, comprehension, content reading, and study skills. For each skill to be taught, they recommend strategies, discuss optimal timing, offer examples, and explain how to correct errors. In addition, they thoughtfully examine the relationships among different reading skills.

I: PERSPECTIVE.

1. Perspectives on Reading Instruction.


2. A Model of Reading Instruction.


3. Classroom Reading Instruction.


4. Delivery of Instruction.


II: BEGINNING READING: THE FIRST MONTHS OF INSTRUCTION.

5. An Overview of Beginning Reading.


6. Phonemic Awareness and Alphabetic Understanding.


7. Letter-Sound Correspondence.


8. Sounding Out Regular Words.


9. Sight-Word Reading.


10. Irregular Words.


11. Vocabulary Instruction During the Beginning Stage.

12. Comprehension Instruction During the Beginning Stage.


13. Constructing and Implementing a School-wide Reading Program for the Beginning Stage.



III: READING INSTRUCTION DURING THE PRIMARY AND INTERMEDIATE GRADES



14. Phonic Analysis.


15. Structural Analysis.


16. Irregular Words: Primary and Intermediate Grades.


17. Fluency Instruction and Passage Reading.

18. Vocabulary Instruction


IV: OVERVIEW OF COMPREHENSION INSTRUCTION



19. Comprehension Skills and Procedures.


20. Narrative-Comprehension Strategies.


21. Critical Reading

22. Constructing and Implementing a School-wide Reading Program for the Primary and Intermediate Stages

IV CONTENT AREA INSTRUCTION



23. Direct Instruction in Content-Area Reading.


Appendix A: Word Lists.



Appendix B: List of 400 Common Words.


Appendix C: Outline of Lessons for Beginning Phonics Program.


Appendix D: Basic Vocabulary for Beginning Readers and Suggestions for Assessing Student Knowledge.

Appendix E: Oral Language Screening Test and Record Form.

Appendix F: Beginning Phonics Assessment

Appendix G: Primary Phonics Assessment.

-Douglas W. Carnine, University of Oregon
-Jerry Silbert, University of Oregon
-Edward J. Kame'enui, University of Oregon
-Sara G. Tarver, University of Wisconsin, Madison

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