Knowledge and Beliefs About Reading | |
The Importance of Belief Systems | |
How Teachers Come to Know About Reading and Learning to Read | |
Cognitive Insights into Reading and Learning to Read | |
Reading from a Language Perspective | |
Models of Reading | |
Approaches to Reading Instruction | |
Belief Systems and Approaches to Literacy Instruction | |
Curriculum Perspectives | |
Instructional Approaches | |
Approaches and Strategies in Comprehensive Instruction | |
Early Literacy: From Birth to School | |
Children's Development in Early Reading and Writing | |
Developmentally Appropriate Practices | |
Inviting Beginners into the Literacy Club | |
Learning Literacy Through Storybooks | |
Learning about the Relationships between Speech and Print | |
Learning About Features of Written Language | |
Learning About Letters and Sounds | |
Assessing Reading Performance | |
Toward a Corroborative Framework for Decision Making | |
Trends in Assessment | |
Formal Assessment | |
Informal Assessment | |
Portfolio Assessment | |
Word Identification | |
Defining Word Identification | |
Phases of Development in Children's Ability to Identify Words | |
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