Reading & riting feed Overcoming Learning Difficulties Volume 25 « Issue 1 * 2009 CONTENTS Fluency Instruction ARTICLES Introduction: Understanding Theory and Practice in Reading Fluency Instruction Roxanne F- Hudson, Holly B. Lane, and Paige C. Pullen The Complex Nature of Reading Fluency: A Multidimensional View Roxanne F. Hudson, Paige C. Pullen, Holly B. Lane, and Joseph K. Torgesen Making Sense of Nonsense Word Fluency: Determining Adequate Progress in Early First-Grade Reading Roland H. Good III, Scott K. Baker, and Julia A. Peyton Teacher Knowledge About Reading Fluency and Indicators of Students’ Fluency Growth in Reading First Schools Holly B. Lane, Roxanne F. Hudson, Walter L. Leite, Marcia L. Kosanovich, Meridith Taylor Strout, Nicole S. Fenty, and Tyran L. Wright Analyzing “Inconsistencies” in Practice: Teachers’ Continued Use of Round Robin Reading Gwynne Ellen Ash, Melanie R. Kuhn, and Sharon Walpole INDIVIDUAL ARTICLE Natural Complements: Collaborative Approaches for Educators to Support Students With Learning Disabilities and Literacy Difficulties Francine Falk-Ross, Lizabeth Watman, Karen Kokesh, Mary lverson, Eileen Williams, and Anne Wallace Reading & riting feed Overcoming Learning Difficulties Volume 25 « Issue 1 * 2009 CONTENTS Fluency Instruction ARTICLES Introduction: Understanding Theory and Practice in Reading Fluency Instruction Roxanne F- Hudson, Holly B. Lane, and Paige C. Pullen The Complex Nature of Reading Fluency: A Multidimensional View Roxanne F. Hudson, Paige C. Pullen, Holly B. Lane, and Joseph K. Torgesen Making Sense of Nonsense Word Fluency: Determining Adequate Progress in Early First-Grade Reading Roland H. Good III, Scott K. Baker, and Julia A. Peyton Teacher Knowledge About Reading Fluency and Indicators of Students’ Fluency Growth in Reading First Schools Holly B. Lane, Roxanne F. Hudson, Walter L. Leite, Marcia L. Kosanovich, Meridith Taylor Strout, Nicole S. Fenty, and Tyran L. Wright Analyzing “Inconsistencies” in Practice: Teachers’ Continued Use of Round Robin Reading Gwynne Ellen Ash, Melanie R. Kuhn, and Sharon Walpole INDIVIDUAL ARTICLE Natural Complements: Collaborative Approaches for Educators to Support Students With Learning Disabilities and Literacy Difficulties Francine Falk-Ross, Lizabeth Watman, Karen Kokesh, Mary lverson, Eileen Williams, and Anne Wallace Volume 25 « Issue 2-3 + 2009 CONTENTS Direct/ Explicit Instruction in Reading for the Struggling Reader: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension ARTICLES Introduction to Direct/Explicit Instruction in Reading for the Struggling Reader: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension William H. Rupley Effective Reading Instruction for Struggling Readers: The Role of Direct/Explicit Teaching William H. Rupley, Timothy R. Blair, and William D. Nichols The Role of Explicit Instruction and Instructional Design in Promoting Phonemic Awareness Development and Transfer From Spanish to English Sharolyn D. Pollard-Durodola and Deborah C. Simmons Grapho-Phonemic Enrichment Strengthens Keyword Analogy Instruction for Struggling Young Readers Linnea C. Ehri, Eric Satlow, and Irene Gaskins Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence Timothy Rasinski, Susan Homan, and Marie Biggs Using Explicit Instruction to Promote Vocabulary Learning for Struggling Readers D. Bruce Taylor, Maryann Mraz, William D. Nichols, Robert J. Rickelman, and Karen D. Wood Direct Instruction of Comprehension: Instructional Examples From Intervention Research on Listening and Reading Comprehension Michael D. Coyne, Richard P. Zipoli, Jr., David J. Chard, Michael Faggella-Luby, Maureen Ruby, Lana E. Santoro, and Scott Baker Volume 25 + Issue 4 + 2009 CONTENTS Tools That Support Literacy Education ARTICLES Introduction to the Issue: Tools That Support Literacy Education David Scanlon Defending Interpretations of Literary Texts: The Effects of Topoi Instruction on the Literary Arguments of High School Students William E. Lewis and Ralph P. Ferretti Effectiveness of Question Exploration to Enhance Students’ Written Expression of Content Knowledge and Comprehension Janis A. Bulgren, Janet G. Marquis, B. Keith Lenz, Jean B. Schumaker, and Donald D. Deshler Procedural Facilitation of Propositional Knowledge in the Content Areas David Scanlon, Richard Cass, Alan Amizis, and Georgios Sideridis Understanding Depth of Vocabulary Online With Bilingual and Monolingual Children C. Patrick Proctor, Paola Uccelli, Bridget Dalton, and Catherine E. Snow INDIVIDUAL ARTICLE Synthesized Comprehension Instruction in Primary Classrooms: A Story of Successes and Challenges Katherine A. Dougherty Stahl BOOK REVIEW Literacy Lessons Designed for Individuals, Part One: Why? When? and How?, by M. M. Clay Salli Forbes Following Page 359: Title Page for Volume 25 Table of Contents for Volume 25 Author Index for Volume 25 AUTHOR INDEX TO VOLUME 25 Amtzis, A., 290 Marquis, J. G., 271 Ash, G. E., 87 Mraz, M. E., 205 Baker, S. K., 33, 221 Nichols, W. D., 125, 205 Biggs, M., 192 Blair, T. R., 125 Peyton, J. A., 33 Bulgren, J. A., 271 Pollard-Durodola, S. D., 139 Proctor, C. P., 311 Cass, R., 290 Pullen, P. C., 1, 4 Chard, D. J., 221 Coyne, M. D., 221 Rasinski, T., 192 Rickelman, R. J., 205 Dalton, B., 311 Ruby, M., 221 Deshler, D. D., 271 Rupley, W. H., 119, 125 Ehri, L. C., 162 Santoro, L. E., 221 Satlow, E., 162 Faggella-Luby, M., 221 Scanlon, D., 247, 290 Falk-Ross, F., 104 Schumaker, J. B., 271 Fenty, N. S., 57 Sideridis, G., 290 Ferretti, R. P., 250 Simmons, D. C., 139 Forbes, S., 356 Snow, C. E., 311 Stahl, K. A. D., 334 Gaskins, I., 162 Strout, M. T., 57 Good, R. H., III, 33 Taylor, D. B., 205 Homan, S., 192 Torgesen, J. K., 4 Hudson, R. F., 1, 4, 57 Uccelli, P., 311 Iverson, M., 104 Kokesh, K., 104 Wallace, A., 104 Kosanovich, M. L., 57 Walpole, S., 87 Kuhn, M. R., 87 Watman, L., 104 Williams, E., 104 Wood, K. D., 205 Lane, H. B., 1, 4, 57 Wright, T. L., 57 Leite, W. L., 57 Lenz, B. K., 271 Lewis, W. E., 250 Zipoli, R. P., Jr., 221