Preface 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.