Preface
1. Introduction
Denise Ross and R. Douglas Greer
2. Fundamental Teaching Practices: From Positive Classroom Management
to Instructional Demonstration Learning Units
Jo Ann Pereira Delgado & Jennifer Weber
3. Identifying and Establishing Reading Readiness and “Seeing” What is Read
Susan Buttigieg, Gabriella Pedrero-Davilla, and R. Douglas Greer
4. Establishing Fluent Textual Responses
Leanna Mellon and Katharine Loomis
5. Incorporating Reading Curricula Using the Strategic Science of Teaching
Jennifer Weber, Katharine Loomis , and Leanna Mellon
6. Idiosyncratic Problems in Learning to Textually Respond
Leanna Mellon and Katharine Loomis
7. Teaching Middle Schoolers and Adolescents to Texually Respond
Margaret Uwayo, Gaige Johnson, Ariana D’Arms, and Denise Ross
8. Accelerating Reading Comprehensiion by Establishing Conditioned
Reinforcement for Reading Content
Brittany Bly and Lara Gentilini
9. Idiosyncratic Stimulus Control for Comprehension
Kelly Mercorella
10. Reader as Writer
Jennifer Weber, Jennifer Longano, Kieva Hranchuk
11. Teaching Upper Elementary and Secondary Students to Read-to-Learn
Brandi Fontenot, Denise Ross, Kelly Mercorella, Joanne Robbins,
Vanessa Laurent-Prophete, and Joanne Powell
12. Collaborating with Schools and Programs
Shannon Hammond, Denise Ross, and Amoy Hugh-Pennie
ISBN 978-1-59738-150-5 / 320 pages / paper
Available July 2023
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