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This is the 2nd edition with a publication date of 7/15/2010.
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great and simple March 13, 2011
A necessary resource for all who are involved with language instruction of any kind. I rented this textbook from ecampus because I teach reading and it was very informative and helpful. It presents the structure of the English language in a readable and knowledgeable format. I found this book enjoyable and easy to read, yet packed with interesting and relevant information. Highly recommended as a beginning text on the phonetics, phonology, morphology and orthography of the English language.
Speech to Print, 2e : Language Essentials for Teachers, Second Edition: stars based on 1 user reviews.
With this second edition of one of the most popular and influential reading textbooks, future elementary educators will be fully prepared to teach good literacy skills to students with or without disabilities. Developed by renowned expert Louisa Cook Moats, this bestselling text helps teachers grasp the structure of written and spoken English; understand how children learn to read; and apply this foundational knowledge as they deliver explicit, high-quality literacy instruction. Updated extensively, this second edition of Speech to Print gives educators
Louisa Cook Moats, Ed.D., is President, Moats Associates Consulting, Inc., Hailey, Idaho.
Table of Contents
|About the Author||p. xi|
|Why Study Language?||p. 1|
|The Missing Foundation in Teacher Education||p. 2|
|Language and Literacy||p. 2|
|The Development and Complexity of Language||p. 4|
|Reading Is Difficult for Many People||p. 5|
|A Research Consensus About Language and Reading||p. 6|
|How Reading and Spelling Develop||p. 11|
|Skillful Teaching Prevents Most Reading Problems||p. 15|
|Teaching Reading Is Complex and Challenging||p. 15|
|Principles of Effective Teaching of Reading, Spelling, and Writing||p. 16|
|Brief Survey of Language Knowledge||p. 20|
|Comprehensive Survey of Language Knowledge||p. 22|
|Phonetics: The Sounds in Speech||p. 25|
|Why Start with Speech Sounds?||p. 26|
|Becoming Multilinguistic||p. 26|
|Counting Phonemes||p. 27|
|Why Phonemes Are Elusive||p. 27|
|Speech Sound Identification||p. 29|
|Phonetic Transcription||p. 30|
|Phonology: Speech Sounds in Use||p. 47|
|Sequences, Syllables, and Stress||p. 49|
|Aspects of Phonological Processing||p. 54|
|Phonemes and Minimal Pairs||p. 59|
|Phonetic Variation and Allophones||p. 60|
|Systematic Variation in Speech Sound Production||p. 62|
|Teaching Phonological Awareness-General Principles||p. 70|
|Sample Activities for Preschool or Beginning Kindergarten Level||p. 70|
|Sample Activities for First-Grade and Older Students||p. 72|
|The Structure of English Orthography||p. 79|
|A Brief History of Writing||p. 80|
|Meaning and Sound||p. 82|
|Anglo-Saxon, Latin, and Greek Layers in English Orthography||p. 83|
|Phoneme-Grapheme Correspondences in English||p. 91|
|Orthographic Conventions||p. 102|
|Why Morphology Is Important for Reading and Spelling||p. 118|
|Morphemes: The Smallest Meaningful Units||p. 119|
|Individual Differences in Using Derivational Morphology||p. 139|
|Derivational Morphology: Principles of Instruction||p. 141|
|Classroom Activities||p. 146|
|Syntax: How Sentences Work||p. 153|
|Correct or Incorrect Syntax?||p. 154|
|Natural Knowledge of Syntax||p. 155|
|Evidence for Syntactic Structures||p. 157|
|Parts of Sentences||p. 158|
|How Sentences Grow||p. 165|
|Teaching Sentence Structure||p. 169|
|Semantics: Word and Phrase Meanings||p. 175|
|Aspects of Word Meaning||p. 176|
|Phrase and Sentence Meaning||p. 184|
|Noun Phrases||p. 185|
|Pragmatics: Making Sense in Context||p. 190|
|Reference in Discourse||p. 191|
|Teaching Vocabulary and Other Aspects of Meaning||p. 192|
|Language and Reading Instruction||p. 199|
|The Prealphabetic Learner||p. 201|
|Early Alphabetic to Later Alphabetic Phases (Ages 5-7)||p. 203|
|A Spelling-Decoding Continuum for Elementary Instruction||p. 209|
|Example Lesson 1: Introducing Letter-Sound Correspondence to a Novice Reader||p. 211|
|Example Lesson 2: Working with Suffixes||p. 213|
|Example Lesson 3: Oral Reading for Fluency||p. 214|
|Case Studies||p. 215|
|Summary: The Power of Instruction||p. 222|
|Developmental Spelling Inventories||p. 233|
|Directions for Administering the Spelling Inventories||p. 233|
|Primary Spelling Inventory-Individual Score Sheet||p. 236|
|Elementary Spelling Inventory-Individual Score Sheet||p. 238|
|Answer Key||p. 241|
|Table of Contents provided by Ingram. All Rights Reserved.|