Teaching Word Recognition, Spelling, and Vocabulary: Strategies from The Reading Teacher

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International Reading Association, Jan 1, 2000 - Education - 102 pages
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This book, one of four in the Teaching Reading Collection, presents the "best of the best" classroom-tested ideas, approaches, and practical applications for helping students learn about words. The articles have been drawn from the journal "The Reading Teacher" from 1993-1999. The ideas and strategies are intended to provide possible building blocks for developing word study routines that are engaging and effective for all students. The book's 17 articles are as follows: "Read-Aloud Books for Developing Phonemic Awareness: An Annotated Bibliography" (Hallie Kay Yopp); "The Bag Game: An Activity To Heighten Phonemic Awareness" (Nancy K. Lewkowicz); "The Use of Word Analogy Instruction with Developing Readers" (Kelly Ann HuffBenkoski and Scott C. Greenwood); "The Letterbox Lesson: A Hands-On Approach for Teaching Decoding" (Bruce A. Murray and Theresa Lesniak); "The Most Common Phonograms" (Edward Fry); "The Flashcard Strikes Back" (Tom Nicholson); "Footprints on the Classroom Wall" (Mary Gorman); "Sentencing: The Psycholinguistic Guessing Game" (Ann K. Hall); "Monitoring Spelling Development" (Christopher C. Hayward); "Spelling for Readers and Writers" (Jill E. Scott); "An Essential Vocabulary: An Update" (Anita P. Davis and Thomas R. McDaniel); "Word Storm: Connecting Vocabulary to the Student's Database" (Ronald M. Klemp); "Anticipating Antipasto in Antarctica?" (Jeannine Perry Rajewski); "Fun with Vocabulary" (Janet Towell); "A Scaffolding Technique To Develop Sentence Sense and Vocabulary" (Evelyn T. Cudd and Leslie L. Roberts); "C(2)QU: Modeling Context Use in the Classroom" (Camille L. Z. Blachowicz); and "What's Literacy?" (Melissa Kotrla). Three appendixes present position statements from the International Reading Association on: the role of phonics in reading instruction; phonemic awareness and the teaching of reading; and using multiple methods of beginning reading instruction. (SR)

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About the author (2000)

Timothy V. Rasinski is a professor of education in the Department of Teaching, Leadership, and Curriculum Studies. Dr. Rasinski teaches graduate and undergraduate courses in literacy education. His major interests include working with children who find reading difficult, phonics and reading fluency instruction, and teacher development in literacy education. He has published over 100 articles and 10 books on various aspects of reading education. A past editor of THE READING TEACHER, the most widely read journal in reading education in the world, Dr. Rasinski is currently an editor for the JOURNAL OF LITERACY RESEARCH. Rasinski has served as president of the College Reading Association and he currently serves on the Board of Directors of the International Reading Association.

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