FRONT COVER -- SCHOOL-BASED INTERVENTIONS FOR STRUGGLING READERS, K-8 -- COPYRIGHT PAGE -- CONTENTS -- LIST OF CONTRIBUTORS -- INTRODUCTION -- PART I: COMPONENTS TO EFFECTIVE INSTRUCTION -- EMBRACING COMPLEXITY: INTEGRATING READING, WRITING, AND LEARNING IN INTERVENTION SETTINGS -- THE CASE FOR READING-WRITING INTEGRATION -- COPING WITH COMPLEXITY -- INTEGRATING READING AND WRITING IN THE CLASSROOM -- CONCLUSION AND PRACTICAL CONSIDERATIONS -- NOTES -- REFERENCES -- FOSTERING PROACTIVE READING INSTRUCTION WITHIN THE CONTENT AREAS -- LITERARY WORKS -- DEVELOPMENTAL PROCESS OF READING -- READING CONTENT AREA MATERIALS - GENERALIZED INSTRUCTIONAL STRATEGIES -- CONTENT AREA READING - DIFFERENTIATED INSTRUCTION CONSIDERATIONS -- CONTENT AREA SPECIFIC INSTRUCTION -- RETEACHING -- CONCLUSION -- REFERENCES -- MEET THEM WHERE THEY ARE: ENGAGING INSTRUCTION FOR STRUGGLING READERS -- STRUGGLING READERS: WHO THEY ARE -- MOTIVATING INSTRUCTION: WHY IT MATTERS -- ANDREW QUESTIONS INDIANA JONES -- MARCUS SEARCHES FOR TELESCOPES -- THE PIRATES COMPARE-AND-CONTRAST GIANT SNAKES -- CONCLUDING THOUGHTS -- REFERENCES -- CHILDREN'S BOOKS -- SCAFFOLDING CHILDREN'S READING DURING GUIDED READING IN INTERVENTION PROGRAMS -- INTRODUCTION -- RESEARCH ON CHILDREN'S ORAL READING ERRORS -- MATEO'S READING -- BENJAMIN'S READING -- CONCLUSION -- REFERENCES -- FROM STRUGGLING READER TO DIGITAL READER AND MULTIMODAL COMPOSER -- UNIVERSAL DESIGN FOR LEARNING AND LITERACY -- DEVELOPING STRATEGIC DIGITAL READERS AND COMPOSERS -- DEVELOP DIGITAL WRITERS AND MULTIMODAL COMPOSERS -- CONCLUSION -- REFERENCES -- STRUGGLING READERS GO ONLINE: BUILDING AN INTEGRATED, INQUIRY-BASED CLASSROOM CURRICULUM -- INTRODUCTION -- NEW LITERACIES: EMERGING STUDIES -- THEORETICAL FRAMEWORK -- METHODOLOGICAL FRAMEWORK AND STUDY DESIGN -- FINDINGS FROM THE STUDY -- CONCLUSION -- REFERENCES.

REACHING AND TEACHING THOUGHTFUL LITERACY TO READERS WHO STRUGGLE: INCREASING MOTIVATION, ENGAGEMENT, AND COMPREHENSION -- SUCCESSFUL READING AND THE READER'S TOOLBOX -- CYCLE OF FAILURE -- CYCLE OF SUCCESS -- THE RESEARCH BASE FOR THE SHIFTING PARADIGM -- KEYS FOR REACHING AND TEACHING STRUGGLING READERS TO ACHIEVE READING SUCCESS -- REFERENCES -- MOBILE DEVICES FOR STRUGGLING READERS IN THE CLASSROOM -- REVIEW OF LITERATURE -- BUILDING FROM TRADITIONAL READING INSTRUCTION STRATEGIES -- COMPREHENSION SKILLS AND STRATEGIES -- FINAL WORDS -- REFERENCES -- VOCABULARY INSTRUCTION: STRUGGLING READERS BECOMING WORD WIZARDS -- INTRODUCTION -- RESEARCH REVIEW -- THE STUDY -- RESULTS -- DISCUSSION -- CONCLUSION -- ACKNOWLEDGMENT -- REFERENCES -- APPENDIX: THE WORD WIZARD PROTOCOL PROVIDED TO EACH TUTOR -- OVERCOMING OBSTACLES TO DEEP COMPREHENSION OF TEXT: A CONTINUUM OF NARRATIVE COMPREHENSION -- OBSTACLE: CONSENSUS ON READING ACHIEVEMENT -- OBSTACLE: WE DO NOT TEACH COMPREHENSION -- OBSTACLE: THE PETER EFFECT -- WHY THOUGHTFUL LITERACY AND WHY NOW? -- DEVELOPING A SPECIFIC VIEW OF READING: FINDING THE AUTHOR'S MESSAGES ABOUT LIFE -- ANALYZING COMPLEXITY: USING A CONTINUUM OF NARRATIVE COMPREHENSION -- USING THE CONTINUUM AS A SPRINGBOARD FOR EFFECTIVE INSTRUCTION -- LIMITATIONS AND POSSIBILITIES OF THE CONTINUUM -- REFERENCES -- PART II: INSTRUCTION FOR SPECIFIC POPULATIONS -- DIVERSE LITERACY LEARNERS: DEFICIT VERSUS PRODUCTIVE PEDAGOGIES -- INTRODUCTION -- DEFINING DIVERSITY -- THEORETICAL FRAMEWORKS -- MAPPING WORLDLY KNOWLEDGE -- REFERENCES -- CREATING INCLUSIVE SPACES FOR STRUGGLING READERS -- THEORETICAL OVERVIEW -- WORKING WITH STRUGGLING READERS -- HELPING STRUGGLING READERS TRANSFORM -- REFERENCES -- CLOSING THE GAP: REACHING URBAN MIDDLE SCHOOL STUDENTS -- AUTHENTIC TEACHING AND ASSESSMENT IN CLASSROOMS OF DIVERSITY.

WHAT RESEARCH SAYS ABOUT BEST PRACTICES FOR ADOLESCENT LEARNERS -- INTEGRATING TECHNOLOGY TO MOTIVATE AND INSPIRE LEARNERS -- TWO SCHOOLS THAT MAKE A DIFFERENCE -- CONCLUSION: ENSURING ACCESS TO QUALITY INSTRUCTION -- REFERENCES -- THE PLIGHT OF THE UPPER GRADE ENGLISH LEARNER: COMPREHENDING, NOT JUST DECODING! USING BIG PICTURE STRATEGIES TO REVEAL KEY IDEAS IN TEXTS -- THE LITERACY CENTER CONTEXT -- ''BIG PICTURE'' STRATEGIES -- THE ADVANCE ORGANIZER (WITH Q & A) -- PLAN PROCEDURE (PREDICT, LOCATE, ADD, NOTE) -- FINAL COMMENTARY AND CLASSROOM IMPLICATIONS -- REFERENCES -- RESEARCH-BASED READING INSTRUCTION FOR STUDENTS WITH LEARNING DISABILITIES -- INTRODUCTION -- FOUNDATIONAL SKILLS -- TEXT-BASED READING SKILLS -- SUMMARY -- REFERENCES.