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