Word Identification Strategies: Phonics from a New Perspective

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Pearson/Merrill Prentice Hall, 2004 - Education - 258 pages
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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.

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I can only say that I was quemed (pleased) with this: ...
"From her misspelling of snaping for snapping, we can infer that Shania is still learning how to add ending to words that require
doubling the last consonant." p161
— Unfortunately, this is a common error. It's not only a spelling error but also a usage error since "to snape" is a verb in its own right:
1. (Shipbuilding) To bevel the end of a timber to fit against an inclined surface.
2. to nip, injure, afflict
3. to be hard upon, rebuke, snub, criticize
Big difference between snaping and snapping.


Three Cues for Reading New Words

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