This workbook will give educators the foundation of knowledge they need to explicitly and systematically teach phonemic awareness, word recognition, spelling, vocabulary, and comprehension.
One of the most popular and influential reading textbooks of the past 10 years gets a comprehensive update in this highly anticipated second edition, straight from renowned NCTQ-recommended expert Louisa Moats. Updated meticulously with the latest research, the new edition of this best-selling text helps elementary educators grasp the structure of written and spoken English, understand how children learn to read, and apply this foundational knowledge as they deliver explicit, high-quality literacy instruction.
With extensive updates and enhancements to every chapter, the new edition of Speech to Print fully prepares today's literacy educators to teach students with or without disabilities. Teachers will get
... in-depth explanation of how the book aligns with the findings of current scientific research on reading, language, and spelling
... expanded information on the critical elements of language, including orthography, morphology, phonetics, phonology, semantics, and syntax
... new and improved exercises teachers can use to test and reinforce their own knowledge of language content
... teaching activities that help teachers connect what they learn in their coursework with what they'll be doing in the classroom
... new chapter objectives that make it easier to plan courses and review key concepts
... more samples of student writing to help teachers correctly interpret children's mistakes
... expanded sample lesson plans that incorporate the language concepts in the book
... a cleaner, easier-to-navigate layout
Louisa Cook Moats, EdD, has published many book chapters, journal articles, and policy papers on reading instruction. Formerly Project Director at the District of Columbia Public Schools site of the National Institute of Child Health and Human Development (NICHD) Early Interventions Project, Dr. Moats is now an independent consultant and writer who specializes in the professional development of teachers of reading and writing. Dr. Moats spent the 1996-1997 school year as a visiting scholar at the Sacramento County Office of Education, where she authored and presented leadership training materials on early reading for the California State Board of Education. These materials are now required content in all of the professional development programs conducted under Assembly Bill 1086 in California. Dr. Moats received her Bachelor of Arts degree from Wellesley College, her Master of Arts degree from Peabody College of Vanderbilt University, and her doctorate of education in reading and human development from the Harvard Graduate School of Education.
Bruce L. Rosow, EdD, completed his doctoral studies in educational psychology at American International College. He began his career teaching fourth- and fifth-grade students for 12 years at Guilford Central School in Southern Vermont. He then spent 4 more years at Guilford working with intermediate and middle school students teaching word study and remedial math. During this time, Dr. Rosow worked with Dr. Louisa Moats to design word study lessons for his diverse students based on the principles of structured language instruction. The result was Spellography (with Louisa Cook Moats), a word study curriculum for intermediate and middle school students. Dr. Rosow has also been involved in writing the morphology strand for the Language! curriculum. He is currently the academic dean at the Greenwood School, a residential school for intermediate and middle school boys with language-based learning differences.
261 pages. 2011
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