Questions About This Book?
- The eBook copy of this book is not guaranteed to include any supplemental materials. Typically only the book itself is included.
Donald R. Bear is director of the E. L. Cord Foundation Center for Learning and Literacy where he and preservice, Master’s and doctoral students teach and assess children who struggle to learn to read and write. Donald is a professor in the Department of Educational Specialties in the College of Education at the University of Nevada, Reno. Donald has been a classroom teacher and he researches and writes about literacy development and instruction. He is an author of numerous articles, book chapters, and books, including Words Their Way, Words Their Way with English Learners, and Vocabulary Their Way.
Shane Templeton is Foundation Professor of Curriculum and Instruction at the University of Nevada, Reno, where he is Program Coordinator for Literacy Studies. A former elementary and secondary teacher, his research focuses on the development of orthographic knowledge. He has written several books on the teaching and learning of reading and language arts and is a member of the Usage Panel of the American Heritage Dictionary. He is author of the "Spelling Logics" column in Voices from the Middle, the middle school journal of the National Council of Teachers of English.
Marcia Invernizzi is a professor of reading education at the Curry School of Education at the University of Virginia. Marcia is also the director of the McGuffey Reading Center, where she teaches the clinical practica in reading diagnosis and remedial reading. Formerly an English and reading teacher, she works with Book Buddies, Virginia's Early Intervention Reading Initiative (EIRI), and Phonological Awareness Literacy Screening (PALS).
Francine Johnston is a former first grade teacher and reading specialist who learned about word study during her graduate work at the University of Virginia. She is now an associate professor in the School of Education at the University of North Carolina at Greensboro, where she teaches courses in reading, language arts, and children's literature. Francine frequently works with regional school systems as a consultant and researcher. Her research interests include current spelling practices and materials as well as the relationship between spelling and reading achievement.
Table of Contents
1. Developmental Word Knowledge
2. Getting Started: The Assessment of Orthographic Development
3. Organizing for Word Study: Principles and Practices
4. Word Study for Learners in the Emergent Stage
5. Word Study for Beginners in the Letter Name–Alphabetic Stage
6. Word Study for Transitional Learners in the Within Word Pattern Stage
7. Word Study for Intermediate Readers and Writers: The Syllables and Affixes Stage
8. Word Study for Advanced Readers and Writers: The Derivational Relations Stage
APPENDIX A: ASSESSMENT MATERIALS
APPENDIX B: SOUNDBOARDS
APPENDIX C: PICTURES FOR SORTS AND GAMES
APPENDIX D: SAMPLE WORD SORTS BY SPELLING STAGE
APPENDIX E: WORD LISTS
APPENDIX F: GAMES AND TEMPLATES FOR SORTS
APPENDIX G: RESOURCES