This popular introductory text for diagnosing and correcting reading problems is now revised and updated based on the latest assessments and research. Using numerous examples and scenarios to illustrate concepts and techniques, it is based on the premise that if diagnosis and correction are practiced as an integral part of daily reading instruction, there will be much less need for remediation.

Table of Contents:
“Key Questions,” “Introductory Scenarios,” Precede Each Chapter, and “Summary,” “Key Concepts,” “Suggestions for Thought Questions and Activities,” “Internet Activities,” and a “Selected Bibliography” conclude each chapter. Preface. I. SETTING THE STAGE FOR A DIAGNOSTIC-READING AND CORRECTION PROGRAM. 1. Introduction to a Diagnostic-Reading and Correction Program. What Is a Diagnostic-Reading and Correction Program? What Is Diagnosis? Principles of Diagnosis. Defining Reading. Metacognition. Diagnosis and the Definition of Reading. What Is a Developmental Reading Program? What Is Remedial Reading? What Is Reading Recovery? Balanced Reading and a Diagnostic-Reading and Correction Program. Whole School Reform. Reading Theory and Terminology: A Special Note. A Diagnostic-Reading and Correction Program: A Point of View. 2. The Teacher's Role in the Diagnostic-Reading and Correction Program. The Teacher in a Diagnostic-Reading and Correction Program. The Teacher as the Key to a Good Reading Program. Teacher Evaluation. Some Important Characteristics and Practices of Good Reading Teachers. Teacher Standards. Teaching in the Twenty-First Century. Teacher Planning. Teacher Instruction. Direct Reading Instruction. The Teacher as a Good Classroom Manager. Teachers' Expectations. Another Look at Lisa and Rachael-Extremes Don't Work! Teaching: A Point of View. 3. What a Teacher Should Know About Tests, Measurement, and Evaluation. Evaluation, Tests, and Measurement. Assessment: A Special Note. Criteria For a Good Test. Accountability in the Twenty-First Century. Standardized Tests. Teacher-Made Tests. Criterion-Referenced Tests. Group and Individual Tests. Reading Tests. What are Diagnostic Reading Tests? Test Makers and Assessment. Authentic Assessment. Assessment in the Twenty-First Century: A Point of View. 4. Who is Underachieving in Reading? What is a Diagnostic Pattern? Who Is a Disabled Reader? Intelligence. Differences Between Individual and Group Intelligence (Aptitude) Tests. Individual Intelligence (Aptitude) Tests. Group-Administered Measures of Intelligence (Aptitude). Mental Age Span in the Regular Classroom. Reading Expectancy Formulas. Who is a Candidate for Further Testing? Listening Capacity Test. Underachieving in School: A Point of View. II. THE NATURE AND INTERRELATEDNESS OF FACTORS THAT AFFECT READING PERFORMANCE. 5. Some of the Factors That Affect Reading Performance. Differentiating Between Noneducational and Educational Factors. Concept Development and Its Relationship to Language and Reading. What is a Concept? Piaget and Concept Development. Concept Assessment. Instructional Implications and Concept Development. Home Environment. Dialect and Language Differences. Second Language Learners. Research in Relation to Bilingual Children. Attitudes Toward Nonstandard English. Intelligence and Reading. Gender Differences. Physical Health. Educational Factors. Standard English. Standard English - An Important Factor For School Success: A Point Of View. 6. Visual and Auditory Factors and Their Effect on Reading. Perceptual Factors. Visual Perception. The Development of Listening. Listening as Decoding. Phonemic Awareness. Auditory Discrimination and Memory Span. Different Levels of Listening. Listening and Reading. The Effect of a Rich Oral Program in Developing Reading Skills. Reading a Story Aloud to Young Children. Oral Reading Assessment. Oral Reading: Its Role in the Reading Lesson. Question Asking: A Key to Active Listening. The Directed Listening/Thinking Approach. Classroom Teachers' Assessment of Listening Comprehension Skills. Standardized Listening Tests. Modality Preferences and Instruction: A Special Note. Diagnostic Checklist for Listening. Hearing is Important to Reading: A Point of View. III. INSTRUMENTS AND TECHNIQUES FOR THE ASSESSMENT AND DIAGNOSIS OF READING PERFORMANCE. 7. Standardized Reading Achievement Tests: Survey Type. Standardized Achievement Survey Test Batteries (Multi-Subject-Matter Tests) and Standardized-Reading Survey Tests (Single-Subject-Matter Tests). High-Stake Tests. Test Coaching. Emergent Literacy. Pre-Reading Assessment. A Final Word. Assessment: A Point of View. 8. Diagnostic Reading Tests and Techniques I: An Emphasis on the Informal Reading Inventory. Oral Reading. What are the Purposes of an Informal Reading Inventory (IRI)? An Overview of the Informal Reading Inventory. Determining Reading Levels. Constructing Your Own Informal Reading Inventory. Administering the IRI. Published (Commercially Produced) IRIS Versus Teacher-Made Iris. Who Should Be Given an IRI? Modified IRI Approaches: A Caution. Miscue Analysis. Points of Caution Concerning Iris. Balance in Reading: A Point of View. 9. Diagnostic Reading Tests and Techniques II. Standardized Diagnostic Oral Reading Tests. Standardized Diagnostic Reading Tests. Standardized Criterion-Referenced Reading Tests. Teacher-Made (Informal) Diagnostic Reading Tests. Cloze Procedure. Dyslexia and Diagnosis: A Point of View. 10. Observation and Other Child Study Procedures as Diagnostic Techniques: Performance-Based Assessment. Authentic Assessment in Diagnosis. Portfolios and Portfolio Assessment. The Uses of Observation. Anecdotal Records. Checklists. Other Helpful Child Study Techniques. Portfolios: A Point of View. IV. THE DIAGNOSTIC-READING AND CORRECTION PROGRAM IN ACTION. 11. Helping Children Overcome Reading Difficulties. What is Diagnostic Teaching? Student Involvement. Case Studies. Record Keeping. Individualized Instruction. Learning Centers in the Classroom. Group Instruction. Computers and Reading in a Diagnostic-Reading and Correction Program. Peer Instruction. A Final Word: Ms. Mills-A Master Teacher. Computers in the Twenty-First Century: A Point of View. 12. Word Recognition Skills and Vocabulary Expansion: An Emphasis on Diagnosis and Correction. Word Recognition Strategies. The Importance of Decoding in Reading. Beginning Reading Research. Phonics. A Developmental-Diagnostic and Correction Sequence of Phonics. Vocabulary Expansion. Diagnostic Checklist for Word Recognition Skills. Diagnostic Checklist for Vocabulary Development (Primary Grades). Diagnostic Checklist For Vocabulary Development (Intermediate Grades). Phonics: A Point of View. 13. Reading Comprehension and Literature: An Emphasis on Diagnosis and Correction. Reading Comprehension. Reading Comprehension Taxonomies. Reading Instruction. What is the Role of Pictures in Comprehension? Helping Children Acquire Comprehension Skills: An Emphasis on Questioning Strategies. Some Important Comprehension Skills: A Diagnostic and Corrective Approach. The Newspaper and Critical Thinking in A Diagnostic-Reading And Correction Program. Diagnosis and Correction in Content Areas. Literature in the Classroom. Diagnostic Checklist for Selected Reading Comprehension Skills. Reading Instruction: A Point of View. 14. Learning Strategies and Study Skills in a Diagnostic-Reading and Correction Program. What Are Some Good Study Procedures? How to Study. Knowing Your Textbook. Concentration. Following Directions. Skimming. Asking Questions. Reading and Writing as Modes of Learning. Test Taking. The School Library and Library Skills. Diagnostic Checklist for Reading and Study Skills. Concentration and Studying: A Point of View. 15. Helping Special Children in a Diagnostic-Reading and Correction Program. Diversity in the Regular Education Classroom. The Average Child. The Slow Learner. The Gifted Child. The Educationally At-Risk Child. The Creative Child. Multiple Intelligences (MI). Mainstreaming and Full Inclusion. Learning Disability. Attention Deficit Hyperactivity Disorder (ADHD) and Without Hyperactivity (ADD). Identification Biases of Children Labeled Mildly Mentally Retarded. Early Intervention and Educationally At-Risk Children: A Point of View. 16. Teachers and Parents as Partners in the Diagnostic-Reading and Correction Program. Parental Involvement in the Schools. Emergent Literacy and Parents. Research on Parental Involvement in their Children's Education. What is Title I? Goals 2000: Educate America Act and Parental Involvement in Schools. Parental Involvement in School Programs. Parental Involvement in Regular School Reading Programs. Parental Involvement in Preschool Programs. How Successful are Parental Involvement Programs? Grandparents Should Be Involved Too. Television, Computers, Parents, Children, and Reading. Parent-Teacher Conferences. A Final Word. Parental Involvement: A Point Of View. Appendix A: Informal Reading Inventory. Appendix B: Fry Readability Formula. Appendix C: Some Phonological and Grammatical Interferences Between Standard English and Ebonics That May Affect Reading. Appendix D: A Sample of the Kinds of Problems Spanish-Speaking Children Might Have When Attempting to Learn Standard English. Appendix E: A Sample of Some of the Difficulties Numbers of Chinese Students Might Encounter When Attempting to Learn Standard English. Appendix F: NCATE 2000 Unit Standards. Glossary. Index.