Education

Core text for Phonics courses; supplemental text for courses in Reading Methods.

Guiding readers with solid, key principles for teaching phonics, this text shares with prospective and inservice K-5 teachers a wealth of developmental practices for understanding phonics to help children learn phonics.

The author offers an easy-to-understand explanation of the stages K-5 children move through as they learn to identify words, ties these stages to accepted theories and research, and provides 96 hands-on activities for teaching word identification. Coverage addresses the needs of children who have difficulty identifying words in context, as well as those whose first language is not English. By focusing on transferable teaching strategies rather than rote letter/sound learning, this text reshapes how future and practicing teachers will introduce this critical component of reading to tomorrow's classrooms.

• NEW - Updated current best practice strategies—Based on the latest research, new activities have been added for phonemic awareness, word families, letter-sound patterns, and multi-letter chunks to provide 96 practical, research-based activities.

  • Ensures students learn strategies supported by current research—helps ready future teachers for today's standards-based educational system and the expectations of administrators, parents, and others.

• NEW - Expanded discussion to describe the “march toward fluency”—With descriptive chart in Chapter 1.

  • Visually explains the steps children take as they move toward word fluency—assists readers to understand and appreciate the varying stages of word identification and how children approach new words; sets the stage for the remainder of the text.

• NEW - Coverage of metacognition as it applies to word identification—Includes questions that demonstrate self-monitoring and self-correcting in addition to cross-checking.

  • Assists students to develop skills to self-monitor their reading skills and correct themselves when necessary.

• Effective use of research-based teaching strategies—Explained in straightforward language, tied to children's developmental stages, and formatted to make it easy to apply in classrooms.

  • Provides practical suggestions and illustrations—for implementing effective teaching techniques to meet current demands for increased emphasis on phonics instruction.

• Coverage of the concept of phonemic awareness—Evident in detailed descriptions of phonemic awareness tasks and ways learners demonstrate this skill.

  • Translates sometimes difficult phonemic awareness concepts into classroom-specific tasks—increases future and practicing teachers' understanding while providing instructional options.

• Boxed Key Terms sections at the start of each chapter—Plus a Key Vocabulary glossary at the end of the text.

  • Familiarizes readers with the numerous terms involved in word identification—serves as a handy reference for students, now and later, when they face their first classrooms or their current students.

• Extended coverage of long words—Includes explanations of the multiletter chunks in the structure of long words.

  • Assists students in understanding prefixes, suffixes, base words, contractions, compound words, root words and syllables.

  • Included the 20 most common prefixes and the 20 most common suffixes.

  • Familiarizes readers with 5 syllable types, clues to syllable division, 5 accent patterns for pronouncing long words.

• Comprehensive appendices—Rimes for Word Reading and Spelling, Letter-Sound Patterns, and Generalizations for Adding Suffixes.

  • Helps future teachers begin building a practical portfolio of instructional aids for use in their classrooms.

• Updated current best practice strategies—Based on the latest research, new activities have been added for phonemic awareness, word families, letter-sound patterns, and multi-letter chunks to provide 96 practical, research-based activities.

  • Ensures students learn strategies supported by current research—helps ready future teachers for today's standards-based educational system and the expectations of administrators, parents, and others.

• Expanded discussion to describe the “march toward fluency”—With descriptive chart in Chapter 1.

  • Visually explains the steps children take as they move toward word fluency—assists readers to understand and appreciate the varying stages of word identification and how children approach new words; sets the stage for the remainder of the text.

• Coverage of metacognition as it applies to word identification—Includes questions that demonstrate self-monitoring and self-correcting in addition to cross-checking.

  • Assists students to develop skills to self-monitor their reading skills and correct themselves when necessary.

1. Word Identification in a Balanced Reading Program.


2. Phonemic Awareness: Becoming Aware of the Sounds of the Language.


3. Early Word Identification Strategies: Using Logos, Pictures, Word Configuration, and One or Two Letter-Sound Associations to Read New Words.


4. The Analogy Strategy: Using Parts of Familiar Words to Read New Words.


5. The Letter-Sound Strategy: Using Letters and Sounds to Read New Words.


6. The Multiletter Chunk Strategy: Using the Multiletter Groups in Word Structure to Read New Long Words.


7. Children Who Need Extra Help.


Appendix A: Rimes for Word Reading and Spelling.


Appendix B: Letter-Sound Patterns.


Appendix C: Generalizations for Adding Suffixes.


Appendix D: Greek and Latin Roots.


Key Vocabulary.


Index.

Reading Methods (Supplementary)  [PHONEMIC AWARENESS, PHONICS & WORD IDENTIFICATION]   (Reading & Literacy)
Phonological Awareness and Phonics  [FLUENCY AND COMPREHENSION]   (Reading & Literacy)

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  Word Identification Strategies: Building Phonics into a Classroom Reading Program, 4/E
  Fox
  ©2008 | Allyn & Bacon | Paper; 288 pp | Instock
  ISBN-10: 0131561308 | ISBN-13: 9780131561304
  Brief Description | Buy from myPearsonStore

  

  With this book,  readers will find a comprehensive, easy-to-understand explanation of what children do when they first begin to pay attention to print, how children learn and use the letter-sound patterns of phonics, and the contribution that multi-letter chunks (prefixes, suffixes, syllables and Greek and Latin roots) make to learning new words. It offers a theory-based, developmental perspective on teaching word identification, and describes applied teaching activities that are consistent with this theoretical perspective.  New to this edition is guidance on infusing phonics instruction in a classroom reading curriculum.

   

  As a supplement to the core elementary methods text, this book provides the detailed technical information teachers need to be successful teaching word identification and practical applications to execute them.   Appendices provide detailed information on phonics, rimes, inflected endings, and Greek and Latin roots.  The book is framed by the first chapter that explains the balance of word identification in classroom programs and by the final chapter that is completely devoted to providing guidance on effective practices for teaching English language learners and struggling readers.

Allyn & Bacon Digital Media Archive CD-ROM for Education, 2001 Edition
Allyn & Bacon
©2001 | Allyn & Bacon | CD-ROM Only | Instock
ISBN-10: 0205319602 | ISBN-13: 9780205319602
URL:  http://www.ablongman.com/dma

CourseCompass (5.0) Instructor Quick Start Guide
Allyn & Bacon & Longman
©2007 | Allyn & Bacon | Paper | Instock
ISBN-10: 0205531709 | ISBN-13: 9780205531707

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