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What is included with this book?
About the Author | p. xi |
Acknowledgments | p. xiii |
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 |
Summary | p. 43 |
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 |
Summary | p. 75 |
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 |
Summary | p. 111 |
Morphology | p. 117 |
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 |
Transformations | p. 167 |
Teaching Sentence Structure | p. 169 |
Summary | p. 171 |
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 |
Summary | p. 194 |
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 |
References | p. 223 |
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 |
Glossary | p. 271 |
Index | p. 283 |
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