INDEX

Page references followed by fig indicate an illustrated figure.

A

  • Academic content knowledge: “can’t kids just be kids” argument against; on creation of the universe and origins of humankind; developmentally appropriate; fascination many children have for old and dead subjects; of hi-lo books; importance of acquiring prekindergarten; keeping it simple summary on increasing; parental strategies to increase; playing catch-up for; time spent in first and third grade classrooms by subject. See also Knowledge
  • Academic content knowledge strategies: encouraging child’s independent study; playing board games; reading with your child; talking to your child about subjects
  • Academic reading: content knowledge gathered from; pleasure reading versus
  • Accelerated Reader software
  • Active listening
  • Adam, N.
  • Aesop’s fable on mother crab and child
  • Afternoon naps
  • Allianz, A.
  • Alliteration game
  • Alphabet: confusable letters in the; distinctive letters in the; English language; exploiting “letters in the wild” of the; learning letter-to-sound mappings of letters of the; learning to hear speech sounds of; Mann’s description of skeleton-shaped letters of the; phonics instruction on letter-sound pairs of the; print referencing letters of the; rules of thumb for American kindergarten skills on; as written visual symbols signifying sound
  • Ambrose, St. (silent reader statue)
  • American Academy of Pediatrics
  • American Girl (magazine)
  • American Time Use Survey
  • Apples and Bananas game
  • Apples to Apples Junior (board game)
  • Arnold, N.
  • Aro, M.
  • Attention: architecture of the mind and; digital devices and inability to sustain; multitasking impact on
  • Attitudes. See Reading attitudes
  • Authors (card game)

B

  • Background knowledge: comprehension and importance of acquiring; comprehension based on knowing genre conventions; comprehension dependent on having the relevant; experiment on verbal skill and; Googling information as no substitution for; playing catch-up for; prior knowledge as; reading as best way to acquire broad; required to understand lesson on first European colonists; situation model created through; when comprehension is hurt by lack of
  • Balanced literacy instruction: description of; outcomes of; reading activities used during
  • Bargaining for reading
  • Birthday book presents
  • Birthday cake urban myth
  • Bohn, R.
  • Book It! program (Pizza Hut)
  • Bookcase display: best design and location of; putting books at child’s eye level
  • Books: choosing; display of; electronic (e-books); encouraging reading by providing easy access to; given as birthday gifts; hi-lo; learning vocabulary from picture; maximizing your child’s accessibility to; pleasure reading “fun,”
  • Brain: architecture of the mind and; bregma point of the; how multitasking affects the; research on meaningful word response by the
  • Bregma point
  • Bridge to Terabithia

C

  • “Can’t kids just be kids” argument
  • Carr, N.
  • Causal connections
  • Charlotte’s Web
  • Children: avoid pressuring them to read; dyslexia and; focused on learning instead of failure; getting them to read; learning letter-to-sound mappings; mirror the type of talk they hear; parents’ attitude toward reading ability of; practical literacy activities to do with your; preventing reading motivation backslide in; reading attitudes of; reading motivation of; teaching them independent play; testing ability to hear individual speech sounds; who have the gift of curiosity. See also Self-concept; specific age-group or grade level; Teenagers
  • Child’s questions: barriers to answering; comprehension strategy of generating; discomforting; knowledge building by answering; strategies for cultivating; when choosing a book to read
  • Choosing books: allowing classroom practice of; for classroom pleasure reading; displaying bookcases for ease of; electronic (e-books) versus print books; four factors of how a child will go about; keeping it simple summary for; making reading the most attractive choice; questions to consider when; resources on
  • Classroom activities: guided reading; independent reading; interactive writing; items to remember for; modeled writing; shared reading; shared writing
  • Classroom activity tips: feedback matters; include phonics instruction as part of; students can focus on only one new thing at a time; you learn more from doing than watching
  • Classroom libraries: allowing students to choose books from; how to set up a great; silent pleasure reading facilitated by
  • Classrooms: academic versus pleasure reading in; creating great reading; how they can enhance reading attitudes; reading instruction activities for; reading rewards in; tips for effective reading activities used in. See also Kindergarten through second-grade classrooms; Third-grade classrooms
  • Clear Pictures (Price)
  • Cleary, Beverly
  • Click (magazine)
  • Cloudy with a Chance of Meatballs
  • Collins, B.
  • Common Core State Standards
  • Complex texts: caution against overdoing reading comprehension instruction for; comparing decoding of complex movie plots and; digital literacy of; furniture assembly strategy instructions; historic letter from Einstein to President Roosevelt on atomic bombs; instruction on reading comprehension strategies for; keeping it simple summary to promote comprehension of; new demands for working with; noticing failed comprehension of; parental strategies for promoting comprehension of; three factors that determine comprehension of
  • Compound words
  • Comprehension. See Reading comprehension
  • Comprehension monitoring
  • Computer games: average daily word consumption from; wishes vs. reality in teenagers’ leisure time spent on
  • Computers: average daily word consumption from; limited number of activities by teens on
  • Concentration: architecture of the mind and ability for; digital devices and loss of; multitasking impact on
  • Confusable letters
  • Content knowledge. See Academic content knowledge
  • Context-ambiguity resolution
  • Cooperative learning
  • Correlations: description and function of; reading test and cultural literacy test scores
  • Covich, J.
  • CSI (TV show)
  • “Cultural literacy” knowledge
  • Curiosity: barriers to questions driven by child’s; knowledge building role of
  • Curious George

D

  • Dall-Orto, G.
  • Decoding: comparing complex movie plots and complex text; comparing reading comprehension to; confusable letters; as foundation for reading; learning letter-to-sound mappings; link between reading self-concept and ability for; reading via spelling as type of; recognizing written visual symbols that signify sounds; reminding child that reading is more than just; role of sound in; visual representation of a sentence; visual task in learning to read
  • Decoding instruction: balanced literacy approach to; digital technologies used for; home strategies to support; keeping it simple summary on; kindergarten classroom activities for; phonics-based; when to be concerned about your child’s; “Which theory is right?” on; whole-word
  • Decoding preparation: helping your child hear speech sounds; keeping it simply summary of; learning letters; when to begin reading instruction as part of
  • Despicable Me (film)
  • “Developmentally appropriateness,”
  • Dialogic reading techniques
  • Diary of a Wimpy Kid (Kinney)
  • Dickens, Charles
  • Digital age knowledge: average daily word consumption by media; multiple sources of; reading volume to increase
  • Digital displacements
  • Digital literacy: description of; evaluating common digital conventions; evaluating information aspect of; of the Northwest Tree Octopus website
  • Digital technologies: application of the displacement hypothesis on; example of feature-rich but confusing remote; functional equivalence hypothesis on print media replaced by; how to best implement; negative impact on pleasure reading by; personalized instruction using; providing omnipresent entertainment. See also Electronic books (e-books); Internet; Social networking
  • Discomforting questions
  • Disgusting Digestion (Arnold)
  • Displacement hypothesis
  • Distinctive letters
  • Duke, N.
  • DVD players
  • Dysfluent readers
  • Dyslexia resources

E

  • Einstein, Albert
  • Electronic books (e-books): comparing print books to; pleasure reading and easy access to downloading; research findings on pros and cons of. See also Digital technologies
  • The Elementary School Journal
  • The Elson Readers
  • English language: complexity of decoding in the; lag-time of child letter-sound mapping in the; letter-sound mapping in the
  • Erskine, J. M.
  • European colonists background knowledge
  • Eyewitness: Robots

F

  • Facebook
  • Family library trips
  • Family reading rituals
  • Family reading times
  • Feedback: danger of praising performance type of; focusing on learning instead of failure; importance of providing; read-alouds
  • First-grade. See Kindergarten through second-grade classrooms
  • Fischer, C.
  • Fischer, J.
  • Fluency: comprehension through prosody and; dependence on being able to read via spelling; description of; keeping it simply summary on developing; parental strategies to promote child’s; reading as main mechanism to develop; self-teaching hypothesis on increasing
  • Fotolia, N.
  • Frog and Toad Together
  • Functional equivalence hypothesis
  • Furniture assembly strategy instructions

G

  • Genres: comprehension requiring knowing conventions of a specific; learning new; Western narrative
  • Geocacher Magazine
  • Globes
  • Good readers: characteristics of; implications for reading tests
  • Googling information
  • Gough, J.
  • Graphic novels
  • Graphic organizers
  • Great Depression
  • Guided reading

H

  • A Hard Day’s Knight (Beatles album)
  • Harris, Carol
  • Hattie, John
  • Have fun principle
  • Hi-lo books
  • Hi-lo publishers
  • Highlights (magazine)
  • The Hobbit (film)
  • Hoch, D.
  • Hollar, W.
  • Horton Hears a Hoo
  • The Hunger Games series

I

  • Ideas: comprehension by capturing the big; situation model to track multiple related
  • Independent academic study
  • Independent play
  • Independent reading. See also Pleasure reading
  • Infants: “motherese” speaking to; reading aloud to newborns and; research on brain response to meaningful word. See also Children
  • Information: building meaning through sentences to provide; connecting sentence to convey; digital literacy aspect of ability to evaluate; Googling for; how context resolves ambiguity of new; multiple sources of digital age. See also Knowledge
  • Innkpop website
  • Instruction. See Reading instruction
  • Interactive writing
  • Internet: functional equivalence hypothesis on print media replaced by the; hi-lo publishers listed on the; social networking websites on the. See also Digital technologies
  • “Is Google Making Us Stoopid?” (Carr)

J

  • The Jew of Malta
  • Journal of the Lepidopterist’s Society

K

  • Keller, Helen
  • Kind News (primary) [magazine]
  • Kindergarten through second-grade classrooms: academic content knowledge taught in; balanced literacy approach used in; “can’t kids just be kids” argument against academic content during; classroom reading activities; digital technologies used for; home strategies to support reading instruction in; parental strategies for increasing content knowledge taught in; phonics-based instruction in; preventing reading motivation backslide during; rules of thumb for American kindergarten reading proficiency; slowly increasing demands on comprehension during; time spent in classrooms during respective grades; whole-word instruction in. See also Classrooms; Third-grade classrooms
  • Kinney, J.
  • Kintsch, W.
  • Knowledge: building vocabulary; comprehension and role of background; comprehension based on knowing genre conventions; comprehension dependent on having the relevant; “cultural literacy”; digital age; experiment on verbal skill and; Googling information as no substitution for; keeping it simple summary for creating thirst for; playing catch-up for; prior; reading as best way to acquire broad; required to understand lesson on first European colonists; situation model created through background; when comprehension is hurt by lack of. See also Academic content knowledge; Information; Reading comprehension
  • Knowledge building: curiosity role in; read-alouds for; reading as best way for; vocabulary
  • Knowledge building questions: barriers to; child’s gift of curiosity driving

L

  • Ladybug (magazine)
  • Learning: cooperative; to hear speech sounds; letter-to-sound mappings; providing feedback that focuses on. See also Reading instruction
  • Leisure reading: practical benefits of; wishes versus reality in teenagers’ time spent on
  • Let’s eat, Grandma! joke
  • Letter-to-sound mappings: complexity in the English language; process of learning
  • Letters: confusable; distinctive; English language; exploiting “letters in the wild”; learning letter-to-sound mappings; learning to hear speech sounds of; logos and; Mann’s description of skeleton-shaped; print referencing; rules of thumb for American kindergarten skills on; teaching names of; as written visual symbols signifying sound
  • Librarians
  • Libraries: classroom; creating positive associations with; family trips to the; finding titles to interest your child at the; as source of children’s literature information
  • Listening actively
  • Literacy: balanced literacy instruction for; correlation between scores of reading test and cultural; digital; practical activities to increase your child’s
  • Little Bear
  • Logos
  • Looking for Alaska
  • Lotan, S.
  • Lovette, G.

M

  • Magazine Titles Recognition Test
  • Magazines
  • Manga (Japanese comic)
  • Mann, H.
  • Masterpiece (board game)
  • “The Matthew effect”
  • Mayer, Marissa
  • Meaning: built across sentences; connecting sentence; how syntactic rules determine differences in; Let’s eat, Grandma! joke on prosody and; research on infants’ brain response to words that have; two reading pathways to semantics and. See also Reading comprehension
  • Media exposure: activities that contribute to knowledge gained from; average daily word consumption by specific; keeping screen time under control; wishes versus reality in teenagers’ leisure time. See also Television viewing
  • Memory: nonverbal situation model and role of; verbal skill experiment on
  • Mental imagery
  • The Merchant of Venice
  • Mill, James
  • Mill, John Stuart
  • Mocomi (magazine)
  • Modeled writing
  • Month and name game
  • Mother crab and child story (Aesop’s fable)
  • Motherese
  • Motivation. See Reading motivation
  • Movies: average daily word consumption from; comparing complex text to complex plot of; The Hobbit
  • Mozart, M.
  • Mr. Popper’s Penguins
  • Mrs. Piggle Wiggle
  • Multitasking
  • Murphy, A.
  • Music-based daily word consumption

N

  • The Name Game
  • National Academy of Education report (1985)
  • National Assessment of Educational Progress (“Nation’s Report Card”)
  • National Geographic
  • National Geographic Kids (magazine)
  • “Nation’s Report Card” (National Assessment of Educational Progress)
  • Netflix
  • New Moon (magazine)
  • New York City Department Education
  • New York Times
  • Newspaper reading strategies
  • Nickelodeon (magazine)
  • No Child Left Behind
  • Nonverbal situation model
  • Northwest Tree Octopus website
  • Nursery rhymes

O

  • Older readers. See Teenagers
  • Oprah’s book club
  • Our Little Earth (magazine)

P

  • Palov’s dog conditioning experiment
  • Parental strategies: avoid pressuring your child to read; for building knowledge; for building vocabulary; for cultivating child’s questions; getting young children to read; helping your child hear speech sounds; for increasing academic content knowledge; for knowledge building by answering child’s questions; for learning letters; motherese; normalizing reading for your child; practice reading via practical literacy; for preventing motivation backslide; to promote child’s fluency; to promote pleasure reading in older children; for promoting comprehension of complex text; reading aloud; for shaping reading self-concept; to support school reading instruction; teaching child independent play; when to begin reading instruction; wordplay
  • Parents: accepting responsibility to motivate your child’s reading; attitude toward your child’s reading; avoiding pressuring your child to read; how they unconsciously encourage reading; resources about raising a reader for; why they should want their children to read; wishes versus reality in teenagers’ leisure time
  • Parfitt, C.
  • Password (game show)
  • PEER (dialogic reading techniques)
  • The Perks of Being a Wallflower
  • Phones: average daily word consumption from; downloading e-books on
  • Phonics instruction: the advantage of; blue-ribbon panels reports of English-speaking countries on; description of; disadvantage of the whole-word approach compared to; examining the theories of whole-word and; how it impacts reading motivation and attitudes; included in classroom activities
  • Phonology (word sounds). See also Speech sounds
  • Pizza Hut’s Book It! program
  • Play-Doh
  • Pleasure reading: academic versus; classroom; features of great reading classrooms encouraging; getting help to encourage your child’s; help your child with scheduling their; keeping it simple summary on promoting; make it easy to access books to encourage; negative impact of digital technologies on; seeking books that look fun for; shattering reading misconceptions to promote; using social connections to promote; Wattpad and Inkpop websites for. See also Independent reading
  • Portal (video game)
  • Positive reading attitudes. See Reading attitudes
  • Potok, C.
  • Practical literacy activities
  • Practice. See Reading practice
  • Praise: danger of praising performance; effects of reading rewards vs.
  • Preschoolers: developing positive reading attitudes in; developing reader self-concept in; getting them to read; learning letter-to-sound mappings; read-alouds tips for; when to begin reading instruction to. See also Children
  • Price, R.
  • Print media: average daily word consumption from; functional equivalence hypothesis on Internet replacing; Manga (Japanese comic); newspaper reading strategies
  • Print referencing
  • Prior knowledge
  • Pronunciation: of confusable letters; English language letter-sound mapping and; learning letter-to-sound mappings; learning to hear speech sounds of letters; of letters
  • Prosody: comprehension, fluency, and; description of; Let’s eat, Grandma! joke on meaning and; punctuation used to help vocalize the; teacher modeling of
  • Punctuation: Let’s eat, Grandma! joke; vocalizing the prosody using

Q

  • Questions: barriers to answering; as comprehension strategy; to consider when choosing book to read; discomforting; knowledge building by answering; strategies for cultivating
  • “Quiet time”

R

  • Radio-based daily word consumption
  • Ranger Rick, Jr. (magazine)
  • Ranger Rick (magazine)
  • Read-alouds: by Charles Dickens to his daughters; to develop child’s knowledge; dialogic reading technique for; e-books versus print books for; learning vocabulary from picture books; to newborns and infants; print referencing during; providing feedback during; tips for. See also Books; Reading practice
  • Readers: characteristics of good; dysfluent; dyslexic; encouraging reluctant readers among older; general characteristics of; implications for reading tests and good; resources for parents on raising; social networking sites for the teen; studies on tolerance for unfamiliar vocabulary by. See also Self-concept
  • Reading: academic versus pleasure; attitudes toward; avoid pressuring your child to engage in; as best way to acquire broad knowledge; digital displacements for; dysfluent; getting your children to start; have fun; how parents unconsciously encourage; increasing academic content knowledge through; as main mechanism to develop fluency; the mental journeys affording by; practical literacy activities to do with your child; promoted for the reluctant older reader; reminding child that it is more than just decoding; reviews of scientific literature on; shattering misconceptions about; sounds (phonology) and spelling pathways to meaning; utilitarian view of; why spelling matters to process of; wishes versus reality in teenagers’ leisure time spent
  • Reading attitudes: family rituals that can influence; how features of great classrooms impact; how reading instruction and motivation impact; impact of the teacher on; indirect influences on; keeping it simple summary for promoting positive; origins of emotional; reading virtuous cycle role of; studies on long-term negative impact of rewards on; understanding development of
  • Reading comprehension: capturing big ideas from the sentences; Carol Harris/Helen Keller example of; causal connections between sentences for; comparing complex text to movies with complex inferences; comparing decoding to; digital literacy and; as foundation for reading; noticing failure of; prosody and fluency for increased; relationship between vocabulary and; role of knowledge in; situation model to track multiple related ideas for; slowing increasing demands for; studies on readers’ 98 percent familiarity with vocabulary for; teacher monitoring of; three factors that determine; when a lack of knowledge hurts. See also Knowledge; Meaning
  • Reading comprehension strategies: used by adults; calculating effect of instruction on; caution against overdoing instruction on; commonly taught; furniture assembly strategy instructions; instruction on
  • Reading corners
  • Reading foundation: comprehension as; decoding as; motivation to read as. See also specific issue
  • Reading instruction: balanced literacy approach to; digital technologies used for; home strategies to support; how it impacts reading attitudes; kindergarten classroom activities for; phonics-based; on reading comprehension strategies; when to begin; whole-word. See also Learning; Reading proficiency
  • Reading instruction activities: guided reading; independent reading; interactive writing; modeled writing; shared reading; shared writing
  • Reading motivation: attitudes toward reading and; bookcase display to facilitate; as foundation for reading; four factors that go into child’s reading choice; making reading the most attractive choice; questions to ask when choosing books; reading self-concept and; reading virtuous cycle and
  • Reading motivation backsliding: changes in self-concept and; changing reading attitudes and; classroom features that prevent; keeping it simple summary on preventing; parental strategies for preventing
  • Reading practice: family reading rituals for; family reading time set aside for; to improve fluency; the indirect route to encouraging. See also Read-alouds
  • Reading proficiency: averages in different European countries; rules of thumb for American kindergarten. See also Reading instruction
  • Reading rewards: effects of financial transaction of; effects of praise vs.; Pizza Hut’s Book It! program; in practice; the science of
  • Reading science: on the role of knowledge in comprehension; on the role of sound in reading; understanding reading rewards
  • Reading self-concept. See Self-concept
  • Reading tests: “good reader” definition and implications for; studies on 98 percent familiarity with vocabulary by readers
  • Reading via spelling: fluency as dependent on ability for; learning skill of; as second type of decoding; self-teaching hypothesis on learning process of
  • Reading virtuous cycle: description and creation of the; self-concept added to
  • Recognition Test of Magazine Titles
  • Recorded-music daily word consumption
  • Relaxing/thinking leisure time
  • Reluctant older readers: appeal of Diary of a Wimpy Kid (Kinney) to; creating great reading classrooms for; encouraging them to engage in pleasure reading; keeping it simple summary on; parental strategies to encourage; providing rewards to encourage reading by
  • Research skills development
  • Roosevelt, Eleanor
  • Roosevelt, Franklin D.

S

  • Sandburg, C.
  • Sarah, Plain and Tall
  • Scheduling pleasure reading
  • School-based rewards: in practice; the science behind
  • Schools. See Classrooms
  • Scrabble Junior (board game)
  • The Scrambled States of America (board game)
  • Second-grade. See Kindergarten through second-grade classrooms
  • Self-concept: building reading self-image and; curriculum as an amplifier of; how parents can shape reading; increasingly abstract development of child’s; indirect influences on; link between ability to decode and; mother crab and child story (Aesop’s fable) on forming; reading virtuous cycle added to reader; sister’s first-grade artwork example of; Twitter bios as statements of. See also Children; Readers
  • Self-teaching hypothesis
  • Semantics (word meanings)
  • Sentences: building meaning across; causal connections between; comprehension by capturing big ideas from the; comprehension dependence on ability to assign syntactic roles to; connecting meaning in; punctuation of; relevant background knowledge to understand; visual representation of a. See also Text
  • Seymour, P.H.K.
  • Shakespeare, William
  • The Shallows (Carr)
  • Shared reading
  • Shared writing
  • Short, J.
  • Singing songs games
  • Situation model: background knowledge used to create the; Carol Harris/Helen Keller example of; description and purpose of; role of memory in creating a nonverbal
  • Social networking: diversity of activities related to; Facebook; resources for teen readers; teenager’s time spent; Twitter; Wattpad and Inkpop websites. See also Digital technologies; Teenagers
  • Social reading connections
  • Socializing leisure time
  • Speech sounds: child mirroring the type of talk they hear; helping your child hear; learning letter-to-sound mappings; learning to hear speech sounds of letters; mapping written visual symbols and auditory counterparts of; as one of the two reading pathways; testing ability to hear individual; visual representation of a sentence; written visual symbols that signify. See also Phonology (word sounds)
  • Spelling: fluency of word; learning how to read via; other reasons for importance of; two reading pathways to meaning and role of; why it matters to the process of reading
  • Spoonerisms game
  • Sports Illustrated Kids (magazine)
  • Sports playing time
  • Start now principle
  • Stone Soup (magazine)
  • Stories: birthday cake urban myth; structure and maps of; Wattpad and Inkpop websites to post original
  • “Suggestions for Further Reading”
  • Summarization
  • Synonym game
  • Syntac: meaning determined by; syntactic sentence roles

T

  • A Tale of Two Cities
  • Teachers: danger of praising performance; focusing on learning instead of failure; getting help to encourage your child’s reading from; impact on reading attitudes by; importance of providing students with feedback; modeling of prosody by; monitoring child’s reading comprehension by; noticing failed comprehension of complex texts; posing questions about text for student comprehension; promoting classroom pleasure reading
  • Teenagers: avoid pressuring them to read; how parents unconsciously encourage reading by; keeping it simple summary to encourage pleasure reading by; limited number of activities on computers by; make it easy for them to access books; reading and social connections of; reluctant older readers among; shattering reading misconceptions held by; wishes versus reality in leisure time of. See also Children; Social networking
  • Television viewing: average daily word consumption from; effect on children by; how it affects reading rates; keeping screen time under control; wishes versus reality in teenagers’ leisure time. See also Media exposure
  • Tender Is the Night (Fitzgerald)
  • Text: letter-to-sound mappings in; punctuation of; reading complex. See also Sentences
  • TheOnion.com
  • Third-grade classrooms: developing fluency focus in; time spent in classrooms on different subjects; working with more complex texts in. See also Classrooms; Kindergarten through second-grade classrooms
  • Thrasher, C.
  • Time for Kids (magazine)
  • Toddlers: developing reader self-concept in; getting them to read; learning letter-to-sound mappings; read-alouds tips for; when to begin reading instruction to. See also Children
  • Tree octopus screenshot (Northwest Tree Octopus website)
  • The True Way to Learning Any Language Dead or Alive (Adam)
  • 20th Century Time Travel (card game)
  • Twitter: description of; Twitter bios as statements of self-concept

U

  • University of California, San Diego
  • University of Connecticut
  • Utilitarian reading perspective

V

  • Valigursky, S.
  • Van Vechten, C.
  • Verbal skill experiment
  • Video games: keeping screen time under control; wishes versus reality in teenagers’ leisure time spent on
  • Visual symbols: alphabet letters as; learning letter-to-sound mappings of letter
  • Vocabulary: comprehension dependence on; developmentally appropriate; picture books read out loud for building; relationship between comprehension and; research on infants’ brain response to meaningful word; strategies for building; studies on readers’ tolerance of unfamiliar
  • Vocabulary games

W

  • War and Remembrance (Wouk)
  • Wattpad website
  • Western narrative genre
  • Whole-word reading instruction: examining the theories of phonics and; how it impacts reading motivation and attitudes; origins and description of; substantial disadvantage compared to phonics
  • Williams, M.
  • Willingham, D.
  • “Window” (Sandburg)
  • Winds of War (Wouk)
  • Winfrey, Oprah
  • Winnie-the-Pooh
  • Wolf, M.
  • Word games: alliteration; Apples and Bananas; classic nursery rhymes; compound words; month and name; The Name Game; singing songs games; spoonerisms
  • “Word graveyard” poster
  • Wordplay: description and benefits of; word game examples to use as
  • World globes
  • World War II
  • Wouk, H.
  • Wright, R.
  • Writing: example of the practical value of; interactive; modeled; practical literacy activities to do with your child; shared
  • Written visual symbols: description and recognition of; mapping between auditory sounds of

Y

  • Your Big Backyard (magazine)
  • YouTube videos

Z

  • Zeus on the Loose (board game)
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