<P>Preface<br>I. Understanding the Problem<br>1. What Is the Science of Reading?<br>2. Context Matters<br>3. A Crisis in Reading That Isn’t<br>II. Understanding Research<br>4. Understanding Science, Research, and Research Methods<br>5. Understanding Theories<br>6. Understanding Evidence-Based Instruction and Whole Language<br>7. Understanding Paradigms<br>8. Becoming a Responsible Consumer of Educational Research<br>III. Understanding the Reading Process<br>9. Word Activation and Semantic Connections<br>10. Cognitive Science, Reading, and Orthographic Mapping<br>11. Three Cueing Systems and the Three-Cueing System<br>12. Research to Support the Three-Cueing System<br>13. Applying the Research<br>14. Children of the Code<br>IV. Understanding Reading Instruction<br>15. Using Direct and Explicit Instruction to Teach Skills in Reading<br>16. The Glorious Music of Balanced Literacy Instruction<br>17. What Dance Can Teach Us about Reading Instruction<br>18. Phonemic Awareness, Time, Magic, and the Challenge<br>V. Understanding Assessment--and the Greater Context<br>19. Criterion-Referenced Tests, Norm-Referenced Tests, Academic Performance Standards—and Miracles<br>20. Teaching and Teachers<br>21. Epilogue: Education Sciences Reform Act of 2002<br>Appendix<br>References<br>Index<br></P>