Barbara J. Walker is professor of reading at Oklahoma State University-Stillwater/Tulsa where she teaches courses in reading difficulties and literacy coaching. Dr. Walker received her Ed.D. from Oklahoma State University in Curriculum and Instruction, specializing in reading difficulty. Prior to returning to Oklahoma, Dr. Walker was a professor in the Department of Special Education and Reading at Montana State University, Billings, where she coordinated the Reading Clinic. She was a reading specialist in the elementary schools of Stillwater, Oklahoma; organized and taught the college reading program at Vernon Regional Junior College in Vernon, Texas; and coordinated the educational program at the Hogar Paul Harris in Cochabamba, Bolivia.Dr. Walker’s research interests focus on teacher development, early literacy intervention, reading difficulties, and literacy coaching. Her publications include Literacy Coaching: A Collaborative Approach (2010), Techniques for Reading Assessment and Instruction (2005), Supporting Struggling Readers (2003), The Supervisor’s Handbook for the Reading Team (1998) with Ronald Scherry and Lesley Morrow, Tips for the Reading Team (1998) and The Reading Team: A Handbook for K—3 Volunteer Tutors (1997) with Lesley Morrow and Interactive Handbook for Understanding Reading Diagnosis (1994) with Kathy Roskos.Dr. Walker received Oklahoma State University’s Regents Distinguished Professor for Research in 2007, College Reading Association’s 1997 A. B. Herr Award for outstanding contributions to reading education and was a distinguished finalist for the International Reading Association’s 1991 Albert J. Harris Award for research in reading disabilities.Dr. Walker is a past President (2008-2009) of the International Reading Association, an organization that influences over 300,000 reading educators worldwide. She is a state, national, and international professional leader, having served on the board of directors of the International Reading Association, the College Reading Association, the Montana State Reading Council, and the Oklahoma Reading Council. Most important to her, however, is preparing teachers to work with struggling readers. In this capacity, she has helped more than 3,000 struggling readers improve their literacy.

• ContentsPART ONE The Process of Diagnostic Teaching of Reading 1Ways to Use These Chapters 31 What Is Diagnostic Teaching? 5Active Reading and Writing 7 Differences in Learning 11Struggling and Writers Readers 11 English Language Learners 13Culturally Diverse Learners 14Instructional Process 15Text-based ViewReader-based ViewInteractive constructivist ViewSociocultural ViewBalanced InstructionAssessment Process 20Diagnostic Teaching Process Diagnostic Teaching Lesson 23Summary 142 Literacy Development 34Emergent Literacy Stage 36Early Developing Literacy Stage 38Developing Stage 40Strategic Literacy Stage 43Complex Literacy Stage 463 Effective Teachers 48Engage All Learner 48Foster meaningful interpretations and thoughtful understanding 50Cultivate Vibrant Discussions 51Access To High Quantity And High Quality Of Reading Material 53Make use of Scaffolding 54Nuture Motivation 58 Promote Self regulated Learning 60Create a Responsive Environment 61Assess while Teaching 62Integrate and Balance Instruction 65Summary4 The Diagnostic Teaching Session: An Overview 68Familiar Text Time 69Supported Reading and Writing 70Continuous Assessment 74Strategy and Skill Instruction 78Analysis of Patterns of Reading Development 78Instruction in Strategies and Skills 79Strategy Conversations and Self-Assessment 80Process Writing Time 82Personalized Reading and Writing 83Summary 5 Gathering Diagnostic Data 94Informal Reading Inventory 94Establishing the Level of Student Performance Analyzing the Results from the Informal Reading Inventory Informal Writing AssessmentFurther Assessments Stages of Reading Development 81Emergent Literacy StageEarly Developing Literacy StageDeveloping Literacy StageStrategic Literacy StageComplex Literacy StageSummary 6 The Literacy Event 114Reader 117Reader analysis for JennyText 129Text analysis for JennyTask 135Task analysis for JennySituational Context 144Situational Context analysis for JennyTechnique 154Summary Formulating Hypotheses for Jenny Reviewing the Steps 711 Selecting Techniques 172Classifying Techniques for Supporting Reading and Writing Classifying Techniques by Instructional Framework Classifying Techniques by Type of Text Classifying Techniques by Mode of Response Classifying Techniques for Strategy and Skill Instruction Classifying Techniques by Reasoning Strategies Classifying Techniques by Reading Skills Classifying Techniques for Increased Specificity Classifying Techniques by Sources of Information Classifying Techniques by Type of Structure Summary Putting the Parts Together for Jenny Reviewing Technique Selection 8 Selecting Materials 223Basic Types of Materials Basal Readers and Core Reading ProgramsChapter Books E-BooksFocused Lessons Books High-Interest, Low-Readability Books Internet Materials Leveled BooksMedia Picture Trade Books Poetry Anthologies Predictable Books Series Books Software Programs Textbooks Selecting Material for a Particular Reader Matching the Text to the Reader Evaluating the Text More to Consider When Selecting Material Interest Choice Background Knowledge of the Reader Length of the Book Summary 9 Initiatives and Teacher Development 246Response to InterventionSheltered Instruction Observation Protocol for English Language LearnersShared Expertise in Reading ReflectingDeveloping Collaboration The Learning Community Forms of Studying Reading Instruction Study Groups Teacher Research GroupsCriteria for a Teacher Development Context 16710 Using Multiple Assessments 261Authentic AssessmentsCriterion-Referenced Tests Formal AssessmentsInformal AssessmentsMotivation AssessmentPerformance Assessment Process-Oriented Assessments Rubrics Student Self-AssessmentThe Assessments 266Anecdotal records Assessment Letters Assessment TalksAttitude Toward Reading Cloze TestConcepts about Print InterviewDiagnostic Teaching Assessment Developmental Reading Assessment 2Informal Reading Inventory Interest InventoriesLetter Name KnowledgeThe Metacognitive Awareness of Reading Strategies Inventory Miscue Analysis Motivation to Read Profile Multi-Dimensional Fluency Scale Norm-Referenced TestsObservations Phonemic SegmentationPhonological Awareness Portfolios Retelling RubricRunning Records Self-Perceptions as a Reader and WriterSpelling AssessmentStrategy Self-AssessmentsStudent-Led Conferences Summarization RubricThink-Aloud Analysis Word Identification AssessmentWriting RubricEvaluating Student Performance Using Multiple Assessments 145Summary PART TWO The Instructional Techniques 317The Information for Each Technique Ways to Use These Techniques Techniques (listed alphabetically)1. Alternate Writing 2. Analytic Phonics 3. Chunking 4. Cloze Instruction 5. Collaborative Reading 6. Concept Mapping 7. Concept-Oriented Reading Instruction 8. Contextual Processing 9. Decoding by Analogy 10. Digital Talking Books11. Direct Experience Approach 12. Directed Reading Activity 13. Directed Reading-Thinking Activity 14. Experience—Text—Relationship 15. Explicit Teaching 16. Feature Analysis Grid 17. Framed Rhyming Innovations 18. Generative-Reciprocal Inference Procedure 19. Graphic Organizers 20. Group Investigation Approach 21. Guided Reading 22. Imagery Instruction 23. Implicit Teaching 24. Impress Method25. Interactive Writing 26. Internet Inquiry 27. Journal Writing 28. K-W-L 29. Language Experience Approach 30. Listening-Thinking Activity 31. Literature Discussions 32. Making Words 33. Making and Writing Words 34. Metaphors 35. Multisensory Approaches 36. Paired Reading 37. Phonogram Approach 38. Prediction Strategy Instruction 39. Process Writing 40. Question-and-Answer Relationships 41. Question-Generation Strategy 42. Questioning the Author 43. Readers Theater 44. Reciprocal Teaching 45. Repeated Readings 46. ReQuest 47. Retelling 30848. Retrospective Miscue Analysis 49. Say Something 50. Semantic Mapping 51. Sentence Combining 52. Shared Reading Approach 53. Sight-Word Approach 54. Sound Boxes 55. SQ3R 56. Story Drama 57. Story Mapping 58. Story Writing Approach 59. Strategy Instruction 60. Summary Experience Approach 61. Summarization 62. Synthetic Phonics 63. Thematic-Inquiry Approach 64. Think-Aloud Approach 65. Visualization 66. Vocabulary Self-Collection Strategy 67. Word Sorts 68. Word Walls Appendix AAdministering an Informal Reading Assessment Appendix BPredictable Book List Appendix CHigh Interest Series Books Appendix DOnline Resources GlossaryReferenceIndex

"What I like about Barbara Walker's text is that it connects assessment to instructional techniques and materials. Most other books provide chapter overviews that are disconnected. This book brings everything together in a way that supports all readers and helps teachers make effective instructional decisions." Eugenia Mora-Flores, University of Southern California

Barbara J. Walker is professor of reading at Oklahoma State University-Stillwater/Tulsa where she teaches courses in reading difficulties and literacy coaching. Dr. Walker received her Ed.D. from Oklahoma State University in Curriculum and Instruction, specializing in reading difficulty. Prior to returning to Oklahoma, Dr. Walker was a professor in the Department of Special Education and Reading at Montana State University, Billings, where she coordinated the Reading Clinic. She was a reading specialist in the elementary schools of Stillwater, Oklahoma; organized and taught the college reading program at Vernon Regional Junior College in Vernon, Texas; and coordinated the educational program at the Hogar Paul Harris in Cochabamba, Bolivia.Dr. Walker’s research interests focus on teacher development, early literacy intervention, reading difficulties, and literacy coaching. Her publications include Literacy Coaching: A Collaborative Approach (2010), Techniques for Reading Assessment and Instruction (2005), Supporting Struggling Readers (2003), The Supervisor’s Handbook for the Reading Team (1998) with Ronald Scherry and Lesley Morrow, Tips for the Reading Team (1998) and The Reading Team: A Handbook for K—3 Volunteer Tutors (1997) with Lesley Morrow and Interactive Handbook for Understanding Reading Diagnosis (1994) with Kathy Roskos.Dr. Walker received Oklahoma State University’s Regents Distinguished Professor for Research in 2007, College Reading Association’s 1997 A. B. Herr Award for outstanding contributions to reading education and was a distinguished finalist for the International Reading Association’s 1991 Albert J. Harris Award for research in reading disabilities.Dr. Walker is a past President (2008-2009) of the International Reading Association, an organization that influences over 300,000 reading educators worldwide. She is a state, national, and international professional leader, having served on the board of directors of the International Reading Association, the College Reading Association, the Montana State Reading Council, and the Oklahoma Reading Council. Most important to her, however, is preparing teachers to work with struggling readers. In this capacity, she has helped more than 3,000 struggling readers improve their literacy.

• ContentsPART ONE The Process of Diagnostic Teaching of Reading 1Ways to Use These Chapters 31 What Is Diagnostic Teaching? 5Active Reading and Writing 7 Differences in Learning 11Struggling and Writers Readers 11 English Language Learners 13Culturally Diverse Learners 14Instructional Process 15Text-based ViewReader-based ViewInteractive constructivist ViewSociocultural ViewBalanced InstructionAssessment Process 20Diagnostic Teaching Process Diagnostic Teaching Lesson 23Summary 142 Literacy Development 34Emergent Literacy Stage 36Early Developing Literacy Stage 38Developing Stage 40Strategic Literacy Stage 43Complex Literacy Stage 463 Effective Teachers 48Engage All Learner 48Foster meaningful interpretations and thoughtful understanding 50Cultivate Vibrant Discussions 51Access To High Quantity And High Quality Of Reading Material 53Make use of Scaffolding 54Nuture Motivation 58 Promote Self regulated Learning 60Create a Responsive Environment 61Assess while Teaching 62Integrate and Balance Instruction 65Summary4 The Diagnostic Teaching Session: An Overview 68Familiar Text Time 69Supported Reading and Writing 70Continuous Assessment 74Strategy and Skill Instruction 78Analysis of Patterns of Reading Development 78Instruction in Strategies and Skills 79Strategy Conversations and Self-Assessment 80Process Writing Time 82Personalized Reading and Writing 83Summary 5 Gathering Diagnostic Data 94Informal Reading Inventory 94Establishing the Level of Student Performance Analyzing the Results from the Informal Reading Inventory Informal Writing AssessmentFurther Assessments Stages of Reading Development 81Emergent Literacy StageEarly Developing Literacy StageDeveloping Literacy StageStrategic Literacy StageComplex Literacy StageSummary 6 The Literacy Event 114Reader 117Reader analysis for JennyText 129Text analysis for JennyTask 135Task analysis for JennySituational Context 144Situational Context analysis for JennyTechnique 154Summary Formulating Hypotheses for Jenny Reviewing the Steps 711 Selecting Techniques 172Classifying Techniques for Supporting Reading and Writing Classifying Techniques by Instructional Framework Classifying Techniques by Type of Text Classifying Techniques by Mode of Response Classifying Techniques for Strategy and Skill Instruction Classifying Techniques by Reasoning Strategies Classifying Techniques by Reading Skills Classifying Techniques for Increased Specificity Classifying Techniques by Sources of Information Classifying Techniques by Type of Structure Summary Putting the Parts Together for Jenny Reviewing Technique Selection 8 Selecting Materials 223Basic Types of Materials Basal Readers and Core Reading ProgramsChapter Books E-BooksFocused Lessons Books High-Interest, Low-Readability Books Internet Materials Leveled BooksMedia Picture Trade Books Poetry Anthologies Predictable Books Series Books Software Programs Textbooks Selecting Material for a Particular Reader Matching the Text to the Reader Evaluating the Text More to Consider When Selecting Material Interest Choice Background Knowledge of the Reader Length of the Book Summary 9 Initiatives and Teacher Development 246Response to InterventionSheltered Instruction Observation Protocol for English Language LearnersShared Expertise in Reading ReflectingDeveloping Collaboration The Learning Community Forms of Studying Reading Instruction Study Groups Teacher Research GroupsCriteria for a Teacher Development Context 16710 Using Multiple Assessments 261Authentic AssessmentsCriterion-Referenced Tests Formal AssessmentsInformal AssessmentsMotivation AssessmentPerformance Assessment Process-Oriented Assessments Rubrics Student Self-AssessmentThe Assessments 266Anecdotal records Assessment Letters Assessment TalksAttitude Toward Reading Cloze TestConcepts about Print InterviewDiagnostic Teaching Assessment Developmental Reading Assessment 2Informal Reading Inventory Interest InventoriesLetter Name KnowledgeThe Metacognitive Awareness of Reading Strategies Inventory Miscue Analysis Motivation to Read Profile Multi-Dimensional Fluency Scale Norm-Referenced TestsObservations Phonemic SegmentationPhonological Awareness Portfolios Retelling RubricRunning Records Self-Perceptions as a Reader and WriterSpelling AssessmentStrategy Self-AssessmentsStudent-Led Conferences Summarization RubricThink-Aloud Analysis Word Identification AssessmentWriting RubricEvaluating Student Performance Using Multiple Assessments 145Summary PART TWO The Instructional Techniques 317The Information for Each Technique Ways to Use These Techniques Techniques (listed alphabetically)1. Alternate Writing 2. Analytic Phonics 3. Chunking 4. Cloze Instruction 5. Collaborative Reading 6. Concept Mapping 7. Concept-Oriented Reading Instruction 8. Contextual Processing 9. Decoding by Analogy 10. Digital Talking Books11. Direct Experience Approach 12. Directed Reading Activity 13. Directed Reading-Thinking Activity 14. Experience—Text—Relationship 15. Explicit Teaching 16. Feature Analysis Grid 17. Framed Rhyming Innovations 18. Generative-Reciprocal Inference Procedure 19. Graphic Organizers 20. Group Investigation Approach 21. Guided Reading 22. Imagery Instruction 23. Implicit Teaching 24. Impress Method25. Interactive Writing 26. Internet Inquiry 27. Journal Writing 28. K-W-L 29. Language Experience Approach 30. Listening-Thinking Activity 31. Literature Discussions 32. Making Words 33. Making and Writing Words 34. Metaphors 35. Multisensory Approaches 36. Paired Reading 37. Phonogram Approach 38. Prediction Strategy Instruction 39. Process Writing 40. Question-and-Answer Relationships 41. Question-Generation Strategy 42. Questioning the Author 43. Readers Theater 44. Reciprocal Teaching 45. Repeated Readings 46. ReQuest 47. Retelling 30848. Retrospective Miscue Analysis 49. Say Something 50. Semantic Mapping 51. Sentence Combining 52. Shared Reading Approach 53. Sight-Word Approach 54. Sound Boxes 55. SQ3R 56. Story Drama 57. Story Mapping 58. Story Writing Approach 59. Strategy Instruction 60. Summary Experience Approach 61. Summarization 62. Synthetic Phonics 63. Thematic-Inquiry Approach 64. Think-Aloud Approach 65. Visualization 66. Vocabulary Self-Collection Strategy 67. Word Sorts 68. Word Walls Appendix AAdministering an Informal Reading Assessment Appendix BPredictable Book List Appendix CHigh Interest Series Books Appendix DOnline Resources GlossaryReferenceIndex

"What I like about Barbara Walker's text is that it connects assessment to instructional techniques and materials. Most other books provide chapter overviews that are disconnected. This book brings everything together in a way that supports all readers and helps teachers make effective instructional decisions." Eugenia Mora-Flores, University of Southern California

Barbara J. Walker is professor of reading at Oklahoma State University-Stillwater/Tulsa where she teaches courses in reading difficulties and literacy coaching. Dr. Walker received her Ed.D. from Oklahoma State University in Curriculum and Instruction, specializing in reading difficulty. Prior to returning to Oklahoma, Dr. Walker was a professor in the Department of Special Education and Reading at Montana State University, Billings, where she coordinated the Reading Clinic. She was a reading specialist in the elementary schools of Stillwater, Oklahoma; organized and taught the college reading program at Vernon Regional Junior College in Vernon, Texas; and coordinated the educational program at the Hogar Paul Harris in Cochabamba, Bolivia.Dr. Walker’s research interests focus on teacher development, early literacy intervention, reading difficulties, and literacy coaching. Her publications include Literacy Coaching: A Collaborative Approach (2010), Techniques for Reading Assessment and Instruction (2005), Supporting Struggling Readers (2003), The Supervisor’s Handbook for the Reading Team (1998) with Ronald Scherry and Lesley Morrow, Tips for the Reading Team (1998) and The Reading Team: A Handbook for K—3 Volunteer Tutors (1997) with Lesley Morrow and Interactive Handbook for Understanding Reading Diagnosis (1994) with Kathy Roskos.Dr. Walker received Oklahoma State University’s Regents Distinguished Professor for Research in 2007, College Reading Association’s 1997 A. B. Herr Award for outstanding contributions to reading education and was a distinguished finalist for the International Reading Association’s 1991 Albert J. Harris Award for research in reading disabilities.Dr. Walker is a past President (2008-2009) of the International Reading Association, an organization that influences over 300,000 reading educators worldwide. She is a state, national, and international professional leader, having served on the board of directors of the International Reading Association, the College Reading Association, the Montana State Reading Council, and the Oklahoma Reading Council. Most important to her, however, is preparing teachers to work with struggling readers. In this capacity, she has helped more than 3,000 struggling readers improve their literacy.

• ContentsPART ONE The Process of Diagnostic Teaching of Reading 1Ways to Use These Chapters 31 What Is Diagnostic Teaching? 5Active Reading and Writing 7 Differences in Learning 11Struggling and Writers Readers 11 English Language Learners 13Culturally Diverse Learners 14Instructional Process 15Text-based ViewReader-based ViewInteractive constructivist ViewSociocultural ViewBalanced InstructionAssessment Process 20Diagnostic Teaching Process Diagnostic Teaching Lesson 23Summary 142 Literacy Development 34Emergent Literacy Stage 36Early Developing Literacy Stage 38Developing Stage 40Strategic Literacy Stage 43Complex Literacy Stage 463 Effective Teachers 48Engage All Learner 48Foster meaningful interpretations and thoughtful understanding 50Cultivate Vibrant Discussions 51Access To High Quantity And High Quality Of Reading Material 53Make use of Scaffolding 54Nuture Motivation 58 Promote Self regulated Learning 60Create a Responsive Environment 61Assess while Teaching 62Integrate and Balance Instruction 65Summary4 The Diagnostic Teaching Session: An Overview 68Familiar Text Time 69Supported Reading and Writing 70Continuous Assessment 74Strategy and Skill Instruction 78Analysis of Patterns of Reading Development 78Instruction in Strategies and Skills 79Strategy Conversations and Self-Assessment 80Process Writing Time 82Personalized Reading and Writing 83Summary 5 Gathering Diagnostic Data 94Informal Reading Inventory 94Establishing the Level of Student Performance Analyzing the Results from the Informal Reading Inventory Informal Writing AssessmentFurther Assessments Stages of Reading Development 81Emergent Literacy StageEarly Developing Literacy StageDeveloping Literacy StageStrategic Literacy StageComplex Literacy StageSummary 6 The Literacy Event 114Reader 117Reader analysis for JennyText 129Text analysis for JennyTask 135Task analysis for JennySituational Context 144Situational Context analysis for JennyTechnique 154Summary Formulating Hypotheses for Jenny Reviewing the Steps 711 Selecting Techniques 172Classifying Techniques for Supporting Reading and Writing Classifying Techniques by Instructional Framework Classifying Techniques by Type of Text Classifying Techniques by Mode of Response Classifying Techniques for Strategy and Skill Instruction Classifying Techniques by Reasoning Strategies Classifying Techniques by Reading Skills Classifying Techniques for Increased Specificity Classifying Techniques by Sources of Information Classifying Techniques by Type of Structure Summary Putting the Parts Together for Jenny Reviewing Technique Selection 8 Selecting Materials 223Basic Types of Materials Basal Readers and Core Reading ProgramsChapter Books E-BooksFocused Lessons Books High-Interest, Low-Readability Books Internet Materials Leveled BooksMedia Picture Trade Books Poetry Anthologies Predictable Books Series Books Software Programs Textbooks Selecting Material for a Particular Reader Matching the Text to the Reader Evaluating the Text More to Consider When Selecting Material Interest Choice Background Knowledge of the Reader Length of the Book Summary 9 Initiatives and Teacher Development 246Response to InterventionSheltered Instruction Observation Protocol for English Language LearnersShared Expertise in Reading ReflectingDeveloping Collaboration The Learning Community Forms of Studying Reading Instruction Study Groups Teacher Research GroupsCriteria for a Teacher Development Context 16710 Using Multiple Assessments 261Authentic AssessmentsCriterion-Referenced Tests Formal AssessmentsInformal AssessmentsMotivation AssessmentPerformance Assessment Process-Oriented Assessments Rubrics Student Self-AssessmentThe Assessments 266Anecdotal records Assessment Letters Assessment TalksAttitude Toward Reading Cloze TestConcepts about Print InterviewDiagnostic Teaching Assessment Developmental Reading Assessment 2Informal Reading Inventory Interest InventoriesLetter Name KnowledgeThe Metacognitive Awareness of Reading Strategies Inventory Miscue Analysis Motivation to Read Profile Multi-Dimensional Fluency Scale Norm-Referenced TestsObservations Phonemic SegmentationPhonological Awareness Portfolios Retelling RubricRunning Records Self-Perceptions as a Reader and WriterSpelling AssessmentStrategy Self-AssessmentsStudent-Led Conferences Summarization RubricThink-Aloud Analysis Word Identification AssessmentWriting RubricEvaluating Student Performance Using Multiple Assessments 145Summary PART TWO The Instructional Techniques 317The Information for Each Technique Ways to Use These Techniques Techniques (listed alphabetically)1. Alternate Writing 2. Analytic Phonics 3. Chunking 4. Cloze Instruction 5. Collaborative Reading 6. Concept Mapping 7. Concept-Oriented Reading Instruction 8. Contextual Processing 9. Decoding by Analogy 10. Digital Talking Books11. Direct Experience Approach 12. Directed Reading Activity 13. Directed Reading-Thinking Activity 14. Experience—Text—Relationship 15. Explicit Teaching 16. Feature Analysis Grid 17. Framed Rhyming Innovations 18. Generative-Reciprocal Inference Procedure 19. Graphic Organizers 20. Group Investigation Approach 21. Guided Reading 22. Imagery Instruction 23. Implicit Teaching 24. Impress Method25. Interactive Writing 26. Internet Inquiry 27. Journal Writing 28. K-W-L 29. Language Experience Approach 30. Listening-Thinking Activity 31. Literature Discussions 32. Making Words 33. Making and Writing Words 34. Metaphors 35. Multisensory Approaches 36. Paired Reading 37. Phonogram Approach 38. Prediction Strategy Instruction 39. Process Writing 40. Question-and-Answer Relationships 41. Question-Generation Strategy 42. Questioning the Author 43. Readers Theater 44. Reciprocal Teaching 45. Repeated Readings 46. ReQuest 47. Retelling 30848. Retrospective Miscue Analysis 49. Say Something 50. Semantic Mapping 51. Sentence Combining 52. Shared Reading Approach 53. Sight-Word Approach 54. Sound Boxes 55. SQ3R 56. Story Drama 57. Story Mapping 58. Story Writing Approach 59. Strategy Instruction 60. Summary Experience Approach 61. Summarization 62. Synthetic Phonics 63. Thematic-Inquiry Approach 64. Think-Aloud Approach 65. Visualization 66. Vocabulary Self-Collection Strategy 67. Word Sorts 68. Word Walls Appendix AAdministering an Informal Reading Assessment Appendix BPredictable Book List Appendix CHigh Interest Series Books Appendix DOnline Resources GlossaryReferenceIndex

"What I like about Barbara Walker's text is that it connects assessment to instructional techniques and materials. Most other books provide chapter overviews that are disconnected. This book brings everything together in a way that supports all readers and helps teachers make effective instructional decisions." Eugenia Mora-Flores, University of Southern California