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Introduction
Richard L. Allington
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Section 1: Assessing Readers and Programs
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Behind Test Scores: What Struggling Readers Really Need
Sheila W. Valencia, Marsha Riddle Buly
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A Critical Analysis of Eight Informal Reading Inventories
Nina L. Nilsson
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Looking Inside Classrooms: Reflecting on the “How” as Well as the “What” in Effective Reading Instruction
Barbara M. Taylor, Debra S. Peterson, P. David Pearson, Michael C. Rodriguez
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A Whole-Class Support Model for Early Literacy: The Anna Plan
Pamela A. Miles, Kathy W. Stegle, Karen G. Hubbs, William A. Henk, Marla H. Mallette
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A Road Map for Reading Specialists Entering Schools Without Exemplary Reading Programs: Seven Quick Lessons
Alfred W. Tatum
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Section 2: Models for Planning Reading Instruction for Struggling Readers
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How to Maintain School Reading Success: Five Recommendations From a Struggling Male Reader
Shawyn Jenkins
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Building Schoolwide Capacity for Preventing Reading Failure
Jane Moore, Vickie Whitfield
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Reading Intervention Models: Challenges of Classroom Support and Separated Instruction
Melissa M. Woodward, Carolyn Talbert-Johnson
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Crossing Boundaries and Initiating Conversations About RTI: Understanding and Applying Differentiated Classroom Instruction
Doris Walker-Dalhouse, Victoria J. Risko, Cathy Esworthy, Ellen Grasley, Gina Kaisler, Dona McIlvain, Mary Stephan
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Response to Intervention (RTI): What Teachers of Reading Need to Know
Eric M. Mesmer, Heidi Anne E. Mesmer
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A Child's Response to Intervention Requires a Responsive Teacher of Reading
Mary K. Lose
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The Benefits of Sustained Silent Reading: Scientific Research and Common Sense Converge
Elaine M. Garan, Glenn DeVoogd
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Summer Reading Loss
Maryann Mraz, Timothy V. Rasinski
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Section 3: Comprehension: The Reason for Reading
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“She's My Best Reader; She Just Can't Comprehend”: Studying the Relationship Between Fluency and Comprehension
Mary DeKonty Applegate, Anthony J. Applegate
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What Every Teacher Needs to Know About Comprehension
Laura S. Pardo
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How Important Is Reading Skill Fluency for Comprehension?
Jeffrey J. Walczyk, Diana A. Griffith-Ross
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Thinking Aloud: Struggling Readers Often Require More Than a Model
Barbara J. Walker
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Paraphrasing: An Effective Comprehension Strategy
Sharon B. Kletzien
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Getting the Big Idea: A Neglected Goal for Reading Comprehension
Sean A. Walmsley
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Scaffolding Students' Comprehension of Text
Kathleen F. Clark, Michael F. Graves
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