Direct Instruction Reading -- Enhanced Pearson eText

Direct Instruction Reading gives you detailed guidance in teaching any child who struggles with reading in the alphabetic writing system. Unique in its approach of leaving little to chance or guesswork, the text thoroughly addresses the what, when, why and how of successful literacy instruction. For courses in Reading in Special Education or Direct Instruction Reading (K-6) Pearson eText is an easy-to-use digital textbook that you can purchase on your own or instructors can assign for their course. The mobile app lets you keep on learning, no matter where your day takes you -- even offline. You can also add highlights, bookmarks, and notes in your Pearson eText to study how you like. NOTE: This ISBN is for the Pearson eText access card. Pearson eText is a fully digital delivery of Pearson content. Before purchasing, check that you have the correct ISBN. To register for and use Pearson eText, you may also need a course invite link, which your instructor will provide. Follow the instructions provided on the access card to learn more.

Table of Contents:
Brief Table of Contents Part I Perspective Chapter 1 Perspectives on Reading Instruction Chapter 2 A Model of Reading Instruction Chapter 3 Classroom Reading Instruction Chapter 4 Delivery of Instruction Part II Beginning Reading Chapter 5 An Overview of Beginning Reading Chapter 6 Phonemic Awareness and Alphabetic Understanding Chapter 7 Letter—Sound Correspondence Chapter 8 Sounding Out Regular Words Chapter 9 Sight Reading Chapter 10 Irregular Words Chapter 11 Vocabulary Instruction during the Beginning Reading Stage Chapter 12 Comprehension Instruction during the Beginning Reading Stage Part III Reading Instruction During The Primary And Intermediate Grades Chapter 13 Phonic Analysis Chapter 14 Structural Analysis Chapter 15 Irregular Words: Primary and Intermediate Grades Chapter 16 Fluency Instruction and Passage Reading Chapter 17 Vocabulary Instruction after the Beginning Stage* Part IV Overview Of Comprehension Instruction Chapter 18 Comprehension Skills and Procedures Chapter 19 Narrative-Comprehension Strategies Chapter 20 Critical Reading Part V Content-Area Reading Chapter 21 Direct Instruction in Content-Area Reading Chapter 22 Response to Intervention: School-Wide Organization of Reading Instruction   Detailed Table of Contents Part I Perspective 1   Chapter 1 Perspectives on Reading Instruction 2 Perspectives on Improving Student Reading Performance 3 Illustrations of The Four Orientations 5 A More In-Depth Look at Direct Instruction 7 Chapter 2 A Model of Reading Instruction 10 National Reading Panel Findings 11 Common Core State Standards 13 Stages Of Reading Instruction 14 English Language Learners 16 Chapter 3 Classroom Reading Instruction 17 Instructional Materials 17 Modifying Core Reading Programs For At-Risk Learners 20 Assessment 20 Organization Of Instruction 23 Chapter 4 Delivery of Instruction 26 Program Design 26 Presentation Techniques 30   Part II Beginning Reading 37   Chapter 5 An Overview of Beginning Reading 38 Key Terminology 38 The Great Debate: Code-Emphasis Vs. Meaning-Emphasis Programs 40 Providing Explicit And Systematic Instruction During The Beginning Reading Stage 44 Research On Beginning Reading Instruction 46 Chapter 6 Phonemic Awareness and Alphabetic Understanding 49 Phonological And Phonemic Awareness 49 Preskills For Sounding Out Words 51 Commercial Programs 58 Chapter 7 Letter—Sound Correspondence 61 Sequence For Introducing Letter—Sound Correspondences 61 Rate For Introducing Letter—Sound Correspondences 63 Procedure for Teaching Letter—Sound Correspondences 63 Critical Teacher Presentation Behaviors 65 Using Commercial Materials 70 Chapter 8 Sounding Out Regular Words 73 Regular Words 73 Scope And Sequence 74 Teaching Procedures 75 Passage Reading During The Beginning Reading Stage 82 Commercial Reading Programs 86 Chapter 9 Sight Reading 88 Sight Reading In Word Lists 89 Passage Reading 91 Commercial Programs 97 Chapter 10 Irregular Words 99 When To Introduce Irregular Words 100 Sequence For Introducing Irregular Words 100 Teaching Procedure 101 Modified Introductory Format 102 Facilitating Retention 102 Commercial Programs 103 Chapter 11 Vocabulary Instruction during the Beginning Reading Stage 106 Teaching Procedure 107 Teacher Read-Alouds 112 Commercial Programs 112 Chapter 12 Comprehension Instruction during the Beginning Reading Stage 115 Foundational Language 116 Sentence Comprehension 116 Story Comprehension: Teacher Read-Alouds 121 Text-Related Comprehension 122   Part III Reading Instruction During The Primary And Intermediate Grades 127   Chapter 13 Phonic Analysis 128 Words With Letter Combinations 129 Words With A Vce Pattern 135 Chapter 14 Structural Analysis 139 Words With Common Affixes 139 Vce Derivatives 143 Y Derivatives 146 Multisyllabic Words Formed With Prefixes And Suffixes 147 Chapter 15 Irregular Words: Primary and Intermediate Grades 151 Systematic Introduction Of Irregular Words 152 Context As A Cue 155 Chapter 16 Fluency Instruction and Passage Reading 160 Teaching Procedure For Story Reading 161 Fluency 168 Reading Outside School 173 Chapter 17 Vocabulary Instruction after the Beginning Stage* 175 Direct Vocabulary Teaching 176 Teaching Word-Learning Strategies 182 Relation Of Vocabulary Instruction To Improving Comprehension 187 Research 188   Part IV Overview Of Comprehension Instruction 191   Factors That Affect Reading Comprehension 192 Improving Comprehension 192 Strategies 194 Chapters On Comprehension After The Beginning Stage 195   Chapter 18 Comprehension Skills and Procedures 196 Inferential Comprehension 196 Summarization 202 Sentence Structure 205 Text-Reading Procedures 207 Chapter 19 Narrative-Comprehension Strategies 213 Story Selection 214 Teaching Procedure 215 Advanced Story-Reading Comprehension Strategy 217 Chapter 20 Critical Reading 223 Steps In Critical Reading 223 Teaching Procedure 225 An Overall Critical-Reading Strategy 231   Part V Content-Area Reading 233   Chapter 21 Direct Instruction in Content-Area Reading1 234 Characteristics Of Expository Materials 235 Content-Area Lessons 240 Chapter 22 Response to Intervention: School-Wide Organization of Reading Instruction 276 Assessment For Universal Screening, Progress Monitoring, And Placement 278 Tier 1 Supports 282 Tier 2 Supports 283 Tier 3 Supports 284   Appendix A: Word Lists 287 Appendix B: List of 400 Common Words 300 Appendix C: Outline of Lessons for Beginning Phonics Program 302 Appendix D: Basic Vocabulary for Beginning Readers and Suggestions for Assessing Student Knowledge 305 Appendix E: Oral Language Screening Test and Record Form 308 Appendix F: Beginning Phonics Assessment 310