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About the Author | |
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Acknowledgments | |
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Why Study Language? | |
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The Missing Foundation in Teacher Education | |
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Language and Literacy | |
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The Development and Complexity of Language | |
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Reading Is Difficult for Many People | |
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A Research Consensus About Language and Reading | |
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How Reading and Spelling Develop | |
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Skillful Teaching Prevents Most Reading Problems | |
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Teaching Reading Is Complex and Challenging | |
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Principles of Effective Teaching of Reading, Spelling, and Writing | |
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Brief Survey of Language Knowledge | |
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Comprehensive Survey of Language Knowledge | |
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Phonetics: The Sounds in Speech | |
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Why Start with Speech Sounds? | |
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Becoming Multilinguistic | |
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Counting Phonemes | |
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Why Phonemes Are Elusive | |
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Speech Sound Identification | |
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Phonetic Transcription | |
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Summary | |
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Phonology: Speech Sounds in Use | |
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Sequences, Syllables, and Stress | |
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Aspects of Phonological Processing | |
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Phonemes and Minimal Pairs | |
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Phonetic Variation and Allophones | |
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Systematic Variation in Speech Sound Production | |
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Teaching Phonological Awareness-General Principles | |
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Sample Activities for Preschool or Beginning Kindergarten Level | |
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Sample Activities for First-Grade and Older Students | |
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Summary | |
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The Structure of English Orthography | |
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A Brief History of Writing | |
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Meaning and Sound | |
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Anglo-Saxon, Latin, and Greek Layers in English Orthography | |
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Phoneme-Grapheme Correspondences in English | |
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Orthographic Conventions | |
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Summary | |
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Morphology | |
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Why Morphology Is Important for Reading and Spelling | |
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Morphemes: The Smallest Meaningful Units | |
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Individual Differences in Using Derivational Morphology | |
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Derivational Morphology: Principles of Instruction | |
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Classroom Activities | |
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Syntax: How Sentences Work | |
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Correct or Incorrect Syntax? | |
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Natural Knowledge of Syntax | |
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Evidence for Syntactic Structures | |
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Parts of Sentences | |
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How Sentences Grow | |
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Transformations | |
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Teaching Sentence Structure | |
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Summary | |
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Semantics: Word and Phrase Meanings | |
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Aspects of Word Meaning | |
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Phrase and Sentence Meaning | |
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Noun Phrases | |
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Pragmatics: Making Sense in Context | |
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Reference in Discourse | |
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Teaching Vocabulary and Other Aspects of Meaning | |
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Summary | |
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Language and Reading Instruction | |
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The Prealphabetic Learner | |
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Early Alphabetic to Later Alphabetic Phases (Ages 5-7) | |
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A Spelling-Decoding Continuum for Elementary Instruction | |
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Example Lesson 1: Introducing Letter-Sound Correspondence to a Novice Reader | |
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Example Lesson 2: Working with Suffixes | |
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Example Lesson 3: Oral Reading for Fluency | |
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Case Studies | |
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Summary: The Power of Instruction | |
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References | |
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Developmental Spelling Inventories | |
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Directions for Administering the Spelling Inventories | |
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Primary Spelling Inventory-Individual Score Sheet | |
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Elementary Spelling Inventory-Individual Score Sheet | |
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Answer Key | |
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Glossary | |
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Index | |