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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 | |