| Acknowledgments |
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xi | (2) |
| Introduction |
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xiii | |
| Part One |
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1 | (54) |
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3 | (20) |
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How Much Do Teachers Need to Know About Linguistics? |
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3 | (2) |
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What's the Difference Between Phonetics, Phonics, and Spelling? |
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5 | (1) |
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6 | (1) |
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Why Bother with Those Hard-to-Read Phonetic Symbols? |
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7 | (1) |
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What's the Difference Between a Vowel and a Consonant? |
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7 | (1) |
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What Are the Consonant Sounds of English? |
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8 | (8) |
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8 | (3) |
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11 | (2) |
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13 | (1) |
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13 | (2) |
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15 | (1) |
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What Are the Vowel Sounds of English? |
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16 | (4) |
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Sidebar: What's the Difference Between Diphthongs, Digraphs, and Blends? |
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20 | (1) |
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Why Does the Same Sound Not Always Sound the Same? |
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20 | (3) |
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23 | (9) |
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Which Rules Are Too Easy? |
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24 | (2) |
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Which Rules Are Just Right? |
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26 | (3) |
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26 | (1) |
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27 | (1) |
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28 | (1) |
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Which Rules Are Too Hard or Too Useless? |
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29 | (3) |
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Sidebar: What About Syllabication? (Or Is It Syllabification?) Does It Help Kids Read Better? |
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31 | (1) |
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32 | (6) |
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Which Sounds Have a Default Spelling? |
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33 | (1) |
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Which Sounds Have Variant Spellings? |
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34 | (1) |
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Which Spellings Are Influenced by Orthographic Patterns? |
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35 | (2) |
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Sidebar: Why Does Our Spelling System Seem So Illogical? |
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36 | (1) |
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Where Do Spelling Rules Fit into the Bigger Picture of Learning How to Spell? |
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37 | |
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4 The Speakers of English: Issues of Language Variation |
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38 | (17) |
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Why Do Speakers of English Sound So Different from One Another? |
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39 | (1) |
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Are Language Differences Just Geographic? |
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40 | (5) |
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Sidebar: What's a Dialect, What's an Accent, and Who Has Them? |
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41 | (2) |
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Sidebar: What Do Black English Speakers Do Differently? |
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43 | (2) |
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Are Some Versions of English Better than Others? |
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45 | (2) |
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Sidebar: Is Language Variation Governed by Rules? |
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46 | (1) |
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If People Talk Differently, Will It Affect Their Reading and Spelling? |
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47 | (4) |
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Sidebar: Aren't Many Spelling Problems Caused by Mispronouncing Words? |
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50 | (1) |
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Why Do Some African Americans Say Aks for Ask? |
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51 | (4) |
| Part Two |
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55 | (84) |
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5 Skills and the Big Phonics Debate: A Whole Language, Commonsense Perspective |
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57 | (26) |
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What We Talk About When We Talk About Skills |
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58 | (4) |
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Knowledge and Strategies for Word Recognition in Reading |
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62 | (12) |
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63 | (3) |
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Sidebar: Phonemic Awareness |
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66 | (1) |
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How to Figure Out Unfamiliar Words |
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67 | (5) |
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Sidebar: Research Support for Not Teaching Phonics |
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72 | (2) |
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Spelling Knowledge and Strategies |
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74 | (6) |
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77 | (1) |
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78 | (2) |
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Reading and Spelling Without "Skills" |
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80 | (3) |
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6 What Does Invented Spelling Tell Us About Kids' Knowledge of Phonics? (And What Should We Do About It?) |
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83 | (42) |
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84 | (4) |
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Words Run Together with No Spaces |
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84 | (2) |
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86 | (2) |
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Learning to Represent Sounds |
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88 | (10) |
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88 | (3) |
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91 | (2) |
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93 | (2) |
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Spelling the Way You Talk |
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95 | (3) |
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Higher-Level Features in Spelling |
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98 | (11) |
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Word Boundaries in Older Children |
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98 | (3) |
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101 | (4) |
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Substituting One Sound for Another |
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105 | (1) |
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Problems in Spelling a Particular Sound |
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106 | (1) |
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Phonetic and Visual Spellings as Kids Get Older |
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107 | (2) |
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Specific Spelling Features in Older Writers |
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109 | (8) |
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110 | (1) |
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111 | (2) |
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113 | (1) |
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114 | (3) |
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117 | (7) |
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117 | (2) |
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119 | (2) |
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121 | (2) |
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My Daughter's in Sixth Grade and Her Spelling's Still Terrible; What Should I Do? |
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123 | (1) |
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A Final Word on Working with Invented Spelling |
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124 | (1) |
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7 Miscues: What They Tell Us About Children's Use of Phonics When They Read |
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125 | (14) |
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Miscues with Low Graphic Similarity |
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128 | (2) |
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Insertion, Semantically Acceptable |
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128 | (1) |
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Some Graphic Similarity, Minimal Meaning Change |
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128 | (1) |
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Some Graphic Similarity, Corrected |
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129 | (1) |
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Some Graphic Similarity, Correction Attempted |
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129 | (1) |
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Miscues with High Graphic Similarity |
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130 | (5) |
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High Graphic Similarity, Semantically Acceptable |
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130 | (1) |
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High Graphic Similarity, Semantically Acceptable |
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131 | (1) |
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High Graphic Similarity, Semantically Acceptable, Corrected |
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131 | (1) |
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High Graphic Similarity, Syntactically and Semantically Unacceptable, Slight Meaning Change |
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131 | (1) |
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High Graphic Similarity, Syntactically and Semantically Unacceptable |
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132 | (1) |
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High Graphic Similarity, Known Word, Nonword Produced |
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132 | (1) |
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High Graphic Similarity, Unknown Word, Nonword Produced |
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133 | (1) |
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High Graphic Similarity, Known Word, Nonword Produced |
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133 | (2) |
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What This All Means--for Miranda, for Readers, and for Teachers |
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135 | (4) |
| Epilogue: Where Do I Go from Here? |
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139 | (2) |
| Appendix: Phonetic Symbols Used in This Book |
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141 | (4) |
| References |
|
145 | |
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