Teaching Spelling

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Teaching Spelling

1.

Learning to Spell: Research, Theory, and Practice across Languages
by Charles A. Perfetti, Laurence Rieben, Michel Fayol. 376 pgs.

Book

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Title Page

Contents

CONTRIBUTORS

Introduction

ACKNOWLEDGMENTS

Part I Theoretical Foundations: Writing Systems, Psycholinguistics, and Neuropsychology

Chapter 1 From Writing to Orthography: the Functions and Limits of the Notion of System

Conclusion

References

Chapter 2 The Psycholinguistics of Spelling and Reading

References

Chapter 3 The Cognitive Neuropsychology of Spelling

Conclusion

References

Part II The Acquisition of Spelling

Chapter 4 Spelling Acquisition in English

Conclusion

References

ACKNOWLEDGMENTS

Chapter 5 How Learning to Spell German Differs from Learning to Spell English

References

Chapter 6 The Development of the Understanding of Number Morphology in Written French

Conclusion

References

Chapter 7 Lexical Spelling Processes in Reading Disabled French-Speaking Children

Conclusion

ACKNOWLEDGMENTS

References

Chapter 8 Learning to Spell in the Classroom

References

Chapter 9 Spelling and Grammar--the NECSED Move

Conclusion

Part III The Relationship Between Spelling and Reading

Chapter 10 Why Spelling is More Difficult Than Reading

References

Chapter 11 The Inhibition of Polygraphic Consonants in Spelling Hebrew: Evidence for Recurrent Assembly of Spelling and Phonology in Visual Word Recognition

Conclusion

ACKNOWLEDGMENTS

References

Chapter 12 Children's Use of Analogy in Learning to Read and to Spell

Conclusion

References

Chapter 13 Learning to Read and Learning to Spell Are One and the Same, Almost

Conclusion

References

Chapter 14 Interactions in the Development of Reading and Spelling: Stages, Strategies, and Exchange of Knowledge1

Conclusion

References

Chapter 15 Relations Between Word-Search Strategies and Word-Copying Strategies in Children Aged 5 to 6 Years Old

Conclusion

References

ACKNOWLEDGMENTS

Chapter 16 Foundations of Orthographic Development

Conclusion

References

Chapter 17 Beginning Reading and Spelling Acquisition in French: a Longitudinal Study

ACKNOWLEDGMENTS

Conclusion

References

Appendix

Author Index

Subject Index
2.

Spelling, Caught or Taught? A New Look
by Margaret L. Peters. 120 pgs.

Book

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Title Page

Contents

1: The Spelling Problem

2: How Is It Caught?

4: Historical Approaches to the Teaching of Spelling

6: The Assessment of Spelling: How Spelling Is Tested

7: Conclusion

Bibliography

Index of Names

Subject Index
3.

Reading and Spelling: Development and Disorders
by Charles Hulme, R. Malatesha Joshi. 504 pgs.

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Contents

I: The Development of Decoding Skills

1: Why Is Speech So Much Easier Than Reading?

2: The Decomposition of Decoding

3: Language Prediction Skill, Phonological Recoding Ability, and Beginning Reading

4: Rime-Based Coding in Early Reading Development in English

5: Word Reading by Sight and by Analogy in Beginning Readers

6: Phonological Awareness

7: Why and How Phoneme Awareness Helps Learning to Read

8: Proto-Literate Knowledge

II: Developmental Impairments of Decoding Skills

9: Outcomes of Adults With Childhood Histories of Dyslexia

10: Development and Variation in Developmental Dyslexia

11: The Development of Reading Skills in Poor Readers: Educational Implications

12: Normal and Dyslexic Reading Development: The Role of Formal Models

13: The Origin and Functions of Phonological Representations in Deaf People

14: The Role of Letter Leaming in Developing Phonemic Awareness Skills in Preschool Children

15: Fixed Reference Eye and Reading Disability: Is There a Connection?

III: Reading Comprehension

16: Predicting Reading Comprehension From Listening Comprehension

17: Comprehension Skill and Inference-Making Ability: Issues of Causality

18: Individual Differences in Children's Comprehension Skill

IV: Spelling

19: Beginning to Spell in English

20: Phonological and Orthographic Processes in Good and Poor Spellers

21: The Anatomy of Word-Specific Memory

22: Strategies Used by 9- to 12-Year-Old Children in Written Spelling

23: The Role of Analogy in Early Spelling Development

V: The Remediation of Reading Problems

24: What Kind of One-on-One Tutoring Helps a Poor Reader?

25: Studies of Computer-Aided Remediation for Reading Disabilities

Chapter 25: Studies of Computer-Aided Remediation for Reading Disabilities

Author Index

Subject Index
4.

Improving Spelling, in Reading Improvement
by Marlow Ediger. 2 pgs.

Journal Article
5.

What Can Children's Spelling of Running and Jumped Tell Us about Their Need for Spelling Instruction?, in The Reading Teacher
by Laura Boynton Hauerwas, Joanne Walker. 8 pgs.

Journal Article
6.

Invented Spelling: An Assessment and Intervention Protocol for Kindergarten Children, in Communication Disorders Quarterly
by Sarah T. Ahmed, Linda J. Lombardino. 11 pgs.

Journal Article
7.

Making Progress in Writing (Chap. 8 "Spelling and Language Study")
by Eve Bearne. 178 pgs.

Book

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Children's achievements in writing lag behind their achievements in reading, speaking and listening. National tests are beginning to expose this gap and inevitably, it is raising concerns. The issue is not without controversy but regardless of the politics of the situation, national progress in children's writing is both needed and possible. This new book from Eve Bearne makes a valuable contribution towards helping teachers close this gap. Uniquely, it follows the structure of the National Literacy Strategy, whilst examining key areas such as bridging KS2 and KS3 writing, and writing skills beyond the Literacy Hour. Such a structure makes the book incredibly practical and easy to use, providing essential information for both practitioners and academics.

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Contents

Figures

Acknowledgements

Making Progress in Writing: Introduction

Chapter 1: Writing Now: Current Trends

Chapter 2: The Writers

Chapter 3: Provision and Practice

Chapter 4: Assessment: The Planning - Teaching - Writing - Assessment Cycle

Chapter 5: Writing Narrative and Plays

Chapter 6: Writing Poetry

Chapter 7: Writing Non-Fiction

Chapter 8: Spelling and Language Study

Chapter 9: Conclusion: Reviewing Policy for Writing

References

Subject Index

Author Index
8.

Elementary Literacy Lessons: Cases and Commentaries from the Field (Chap. 6 "Guiding Students' Spelling and Decoding Development")
by Janet C. Richards, Joan P. Gipe. 231 pgs.

Book

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Title Page

Contents

Foreword: Working Together From Stories

Preface

ACKNOWLEDGMENTS

Chapter 1: Introduction Writing and Sharing Personal Teaching Cases

SUGGESTED READINGS

Chapter 2: Working With Young Literacy Learners

SUGGESTED READINGS

Chapter 3: Individual and Group Management Concerns

SUGGESTED READINGS

Chapter 4: Speaking and Listening

SUGGESTED READINGS

Chapter 5: Reading Instruction

SUGGESTED READINGS

Chapter 6: Guiding Students' Spelling and Decoding Development

SUGGESTED READINGS

Chapter 7: Teaching and Promoting Writing

SUGGESTED READINGS

Chapter 8: Working With Special Needs Students

SUGGESTED READINGS

Chapter 9: Literacy Instruction and the Arts: Viewing and Visually Representing

SUGGESTED READINGS

Chapter 10: Linguistic Diversity

SUGGESTED READINGS

Chapter 11: Social and Educational Factors Affecting Students' Literacy

SUGGESTED READINGS

Chapte 12: Providing for Students' Varying Literacy Abilities

SUGGESTED READINGS

References

Index
9.

Word Recognition in Beginning Literacy (Chap. 12 "Why Spelling? The Benefits of Incorporating Spelling into Beginning Reading Instruction" and Chap. 13 "Phonics and Phonemes: Learning to Decode and Spell in a Literature-Based Program")
by Linnea C. Ehri, Jamie L. Metsala. 403 pgs.

Book

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Title Page

Contents

Preface

I: BASIC PROCESSES IN BEGINNING WORD RECOGNITION

1: Grapheme-Phoneme Knowledge is Essential for Learning to Read Words in English

REFERENCES

REFERENCES

2: The Role of Analogies in the Development of Word Recognition

REFERENCES

3: Issues Involved in Defining Phonological Awareness and Its Relation to Early Reading

REFERENCES

4: Spoken Vocabulary Growth and the Segmental Restructuring of Lexical Representations: Precursors to Phonemic Awareness and Early Reading Ability

ACKNOWLEDGMENTS

ACKNOWLEDGMENTS

5: The Endpoint of Skilled Word Recognition: The Roar Model

REFERENCES

REFERENCES

II: PROCESSES AND INSTRUCTION FOR DISABLED READERS

6: Phonological Processing Deficits and Reading Disabilities

ACKNOWLEDGMENTS

7: Consistency of Reading-Related Phonological Processes Throughout Early Childhood: Evidence from Longitudinal-Correlational and Instructional Studies

REFERENCES

REFERENCES

8: Interactive Computer Support for Improving Phonological Skills

REFERENCES

ACKNOWLEDGMENTS

9: A Beginning Literacy Program for At-Risk and Delayed Readers

ACKNOWLEDGMENTS

III: WORD RECOGNITION IN CONTEXT

10: The Impact of Print Exposure on Word Recognition

REFERENCES

11: Home Experiences Related to the Development of Word Recognition

ACKNOWLEDGMENTS

12: Why Spelling? the Benefits of Incorporating Spelling into Beginning Reading Instruction

REFERENCES

REFERENCES

13: Phonics and Phonemes: Learning to Decode and Spell in a Literature-Based Program

REFERENCES

14: Motivating Contexts for Young Children's Literacy Development: Implications for Word Recognition

REFERENCES

15: Effective Beginning Literacy Instruction: Dialectical, Scaffolded, and Contextualized

Author Index

Subject Index
10.

Language-Based Spelling Instruction: Teaching Children to Make Multiple Connections between Spoken and Written Words, in Learning Disability Quarterly
by Robert D. Abbott, Kristin Begay, Virginia W. Berninger, Allison Brooks, Kristina Byrd, Gerald Curtin, Steve Graham, Katherine Vaughan. 18 pgs.

Journal Article
11.

The Strategic Spelling Skills of Students with Learning Disabilities: The Results of Two Studies, in Journal of Instructional Psychology
by Craig Darch, Soobang Kim, Susan Johnson, Hollis James. 14 pgs.

Journal Article
12.

A New Twist on Spelling Instruction for Elementary School Teachers, in Intervention in School & Clinic
by Cassandra L. Keller. 5 pgs.

Journal Article
13.

Facilitating Word Recognition and Spelling Using Word Boxes and Word Sort Phonic Procedures, in School Psychology Review
by Laurice M. Joseph. 7 pgs.

Journal Article
14.

Language Exploration and Awareness: A Resource Book for Teachers (Chap. 6 "Grammar, Spelling, and 'Good English'")
by Larry Andrews. 320 pgs.

Book

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Title Page

Contents

Preface

ACKNOWLEDGMENTS

NOTES

Introduction

SECTION I: Language Exploration and Awareness: The Rationale

Chapter 1: Language Exploration and Awareness: What It Is

NOTES

Chapter 2: Language Exploration and Awareness: Why It Is

NOTES

Chapter 3: Language Exploration and Awareness: Three Prerequisites

NOTES

SECTION II: Language Exploration and Awareness: The Elements

Chapter 4: Properties of Communication and Language

NOTES

Chapter 5: Words and Lexicography

NOTES

Chapter 6: Grammar, Spelling, and "Good English"

NOTES

Chapter 7: Discourse Routines and Social Conventions

NOTES

Chapter 8: Regional, Social, and Historical Variations

NOTES

Chapter 9: Meanings and General Semantics

NOTES

Chapter 10: The Languages of Intolerance and Discrimination

NOTES

Chapter 11: When Some of Them Don't Speak English

NOTES

Bibliography

Index
15.

Making Progress in English ("Teaching Spelling" begins on p. 224)
by Eve Bearne. 362 pgs.

Book

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This manual is designed to help teachers establish a principled framework for developing English instruction that will raise standards of achievement in pupils at all levels of fluency and competence.

Show Table of Contents [+]

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Title Page

Contents

Figures

Acknowledgements

Overview of the Manual

Chapter One: What Does Development in English Look Like?

Chapter Two: Reading

Chapter Three: Writing

Chapter Four: Speaking and Listening

Chapter Five: Knowledge About Language: the Technical Features of Language

Chapter Six: Study of Texts

Chapter Seven: The English Coordinator’s Handbook

Appendix

Author Index

Children’s Authors Index

Subject Index

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