I. Understanding the Problem

1. What Is the Science of Reading?

2. Context Matters

3. A Crisis in Reading That Isn’t

II. Understanding Research

4. Understanding Science, Research, and Research Methods

5. Understanding Theories

6. Understanding Evidence-Based Instruction and Whole Language

7. Understanding Paradigms

8. Becoming a Responsible Consumer of Educational Research

III. Understanding the Reading Process

9. Word Activation and Semantic Connections

10. Cognitive Science, Reading, and Orthographic Mapping

11. Three Cueing Systems and the Three-Cueing System

12. Research to Support the Three-Cueing System

13. Applying the Research

14. Children of the Code

IV. Understanding Reading Instruction

15. Using Direct and Explicit Instruction to Teach Skills in Reading

16. The Glorious Music of Balanced Literacy Instruction

17. What Dance Can Teach Us about Reading Instruction

18. Phonemic Awareness, Time, Magic, and the Challenge

V. Understanding Assessment—and the Greater Context

19. Criterion-Referenced Tests, Norm-Referenced Tests, Academic Performance Standards—and Miracles

20. Teaching and Teachers

21. Epilogue: Education Sciences Reform Act of 2002

Appendix

References

Index