Reading for Life: High Quality Literacy Instruction for All

Cover
Half Title
Title Page
Copyright Page
Dedication Page
Table of Contents
Notation guide
Foreword
Preface
Acknowledgements
Chapter 1 A simple view
	The Simple View and dual coding
	The Big Six
	Whole language: A linguistic profile
	Whole word: A cognitive load too far
	Why don’t we all teach structured literacy?
	References
Chapter 2 Oral language development
	Why early intervention is important
	References
Chapter 3 Phonological awareness
	Syllables (syl-la-bles)
	Onsets (on-Sets)
	Rimes (rIMES)
	Phonemic awareness /fə ˈ nimɪ k ə ˈ wɛ rnə s/1
	Note
Chapter 4 Phonics
	Synthetic phonics
	Analytic phonics
	Embedded phonics
	Even synthetic phonics has variation
	Decodable vs. predictable readers
	The biggest phonics fallacy
	Reference
Chapter 5 Fluency
	Accuracy in word decoding
	Automatic processing: Practice, persistence and patience
	Prosodic reading
	Reference
Chapter 6 Vocabulary
	Does reading improve vocabulary?
	Word families
	Sight word vocabulary (SWV)
	References
Chapter 7 Comprehension
	What is comprehension?
	A few things to remember about comprehension
	Reference
Chapter 8 Underlying processes for reading
	Rapid automatized naming (RAN)
	Working memory
	Processing speed
	What can be done
	References
Chapter 9 The consequences of low literacy
	The school-to-prison pipeline
	Shame fatigue
	Mental health and literacy
	References
Chapter 10 The major players
	Who’s who of reading
Chapter 11 Children left behind
	The Snow Report (Preventing Reading Difficulties in Young Children)
	The National Reading Panel
	The Reading Excellence Act
	The No Child Left Behind bill
	The National Right to Read Foundation
	References
Chapter 12 Rose to the occasion
	The Plowden Report 1967: It’s not broken, so let’s fix it
	The Education Reform Act 1988
	The Office for Standards of Education (Ofsted) 1992
	The National Literacy Strategy Framework for Teaching 1998
	The Rose Report 2006
	Letters and Sounds Program released 2009
	Match-funded phonics 2011–13
	The National Phonics Screening Check 2012
	References
Chapter 13 The Land of Oz
	Deeply entrenched whole language culture
	National Inquiry into the Teaching of Literacy
	The Dyslexia Working Party
	Reference
Chapter 14 The current scene
	Non-profit organisations
	Commercial organisations that engage in activism
	Bloggers/tweeters/activists
	Reference
Chapter 15 Why changing your mind is good for you
	Type 1: The Lifelong Learner
	Type 2: The Blissful Plodder
	Type 3: The Rigid Idealist
	The hard questions
Chapter 16 Cults and catchphrases
	The oxbow lake effect
	Reference
Chapter 17 Won’t get fooled again: Logical fallacy
	Logical fallacy
	Ad hominem
	Argumentum ad populum/bandwagon
	Straw man
	This …  therefore that
	Appeal to authority
	Anecdotal evidence
	Special pleading
	References
Chapter 18 Fooling ourselves: Cognitive bias
	Confirmation bias
	The Dunning-Kruger effect
	The anchoring bias
	The halo effect
	Check your bias before buying:
	References
Chapter 19 Snake oil: The disappointing truth
	The placebo effect: Every bite counts
	The Hawthorne effect
	Coloured lenses/vision therapy
	Listening therapy/auditory programs
	‘Brain training’
	Physical movement programs
	How to protect against snake oil
	References
Chapter 20 Diagnosis: Dyslexia
	Dyslexia myths and facts
	The warning signs
	Who can help?
	References
Chapter 21 Teaching reading and writing: Overview
	The setup
	The Survival List
	References
Chapter 22 Teaching handwriting
	Left-handedness
Chapter 23 Teaching the alphabet
	The steps:
	Transition to the next stage
	Alphabet teaching checklist
	Reference
Chapter 24 Teaching phonological awareness
	Kinaesthetic feedback
	Specific uses in literacy instruction
	Syllables
	For reading
	For writing
	Manipulating sounds in words
	Reference
Chapter 25 Teaching phonics
	The Snowman Game
	Vowels and vowel teams
	Additional vowel teams
	Phonics and sight words
	Giant steps, baby steps
	Writing lessons
	Teaching syllables with phonics
	References
Chapter 26 Teaching fluency
	Should finger pointing be allowed?
	Correcting mistakes
	The performance piece
	Resources
	Writing aversion
	The 21 Day Writing Challenge
	Cursive handwriting
	References
Chapter 27 Teaching vocabulary
	Morphology
	The –ed suffix
	The Yes/No Game
	Irregular past tenses
	The days of the week
Chapter 28 Teaching comprehension
Glossary
Index