Always Learning

Word Identification Strategies: Building Phonics into a Classroom Reading Program, 4/E
Barbara J. Fox, North Carolina State University

ISBN-10: 0131561308
ISBN-13:  9780131561304

Publisher:  Allyn & Bacon
Copyright:  2008
Format:  Paper; 288 pp
Published:  04/25/2007


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Description

With this book,  readers will find a comprehensive, easy-to-understand explanation of what children do when they first begin to pay attention to print, how children learn and use the letter-sound patterns of phonics, and the contribution that multi-letter chunks (prefixes, suffixes, syllables and Greek and Latin roots) make to learning new words. It offers a theory-based, developmental perspective on teaching word identification, and describes applied teaching activities that are consistent with this theoretical perspective.  New to this edition is guidance on infusing phonics instruction in a classroom reading curriculum.
 
As a supplement to the core elementary methods text, this book provides the detailed technical information teachers need to be successful teaching word identification and practical applications to execute them.   Appendices provide detailed information on phonics, rimes, inflected endings, and Greek and Latin roots.  The book is framed by the first chapter that explains the balance of word identification in classroom programs and by the final chapter that is completely devoted to providing guidance on effective practices for teaching English language learners and struggling readers.


Features

  • Provides specific guidance for building word identification skills and strategies into a classroom reading program--Develops an understanding of the place of word identification in a balanced classroom reading program.
  • Explains what teachers teach and how much time they spend teaching word identification from kindergarten through fifth grade--Helps the reader understand (1) how teaching phonics and structural analysis changes as children progress from kindergarten through fifth grade, and (2) the amount of classroom time that might reasonably be devoted to typically devoted to word identification instruction in different grades.

  • Includes review and practice activities that require little to no advance preparation and are suitable for small portions of time--Gives the reader activities that fit nicely into short periods of classroom time including the use of those "spare minutes"  while lining up for recess, lunch or school dismissal. 

  • Describes effective practices for teaching English language learners--Develops knowledge necessary to effectively teach word identification to English learners with a meaningul list of best practices to meet these needs in today’s diverse classrooms.

  • Cites research studies that support teaching various word identification strategies--Develops a professional knowledge base consistent with NCLB and other state initiatives aimed at encouraging evidence-based practice.

  • More than a “phonics” book, it takes a comprehensive approach to word identification explaining all the print-based strategies children develop and use--Develops a thorough understanding of teaching word identification from kindergarten through sixth  grade.  The college instructor can use this book to support the core text in the areas of emergent reading, onset-rime, phonics for K-3 readers, and structural analysis K-6.


    • New To This Edition

    This revision includes:

     

    • NEW! Seven best practices for teaching reading and sharing literacy with English Language learners include research-based guidance for effective teaching of English language learners.
    • NEW! In light of high-stakes testing and the demands on classroom time, this book now includes Spare Minute teaching ideas that call for little, if any, advance preparation and are suitable for brief periods of time.
    • NEW! The importance of phonemic awareness for phonics, spelling and reading fluency is explained in greater detail to help readers of this book develop insight into how phonemic awareness impacts learning to read.
    • NEW! Because developing reading fluency is now a more visible component of classroom reading programs, Chapter 1 includes an explanation of how phonics contributes to fluent reading.
    • NEW! An overview of an elementary school program for teaching letter-sounds and multi-letter chunks provides a conceptual framework for teachers to understand the logical sequence of teaching these skills in grades K-6. (Chapters 5 & 6).


    Table of Contents

    Preface

    Chapter 1    Word Identification in Your Classroom Reading Program

                            Key Ideas

                            Key Vocabulary

                            Why Do We Teach Phonics?

                            Word Identification in a Balanced Classroom Reading Program

                            Semantic, Syntactic and Graphophonic Cues

                            How Children Read Familiar and Unfamiliar Words

                            Metacognitive Awareness

                            The Five Stages of Word Learning

                            References

    Chapter 2    Phonemic Awareness: Becoming Aware of the Sounds of Language

                            Key Ideas

                            Key Vocabulary

                            What is Phonemic Awareness?

                            What is Phonological Awareness?

                            Phonemic Awareness and Phonics

                            Phonemic Awareness Develops Sequentially

                            Teaching Phonemic Awareness in Your Classroom Reading Program

                            Rhyme Awareness

                            Activities for Developing Phonemic Awareness

                            Phonemic Awareness Tests

                            Teaching Phonemic Awareness in Your Classroom Reading Program

                            References

     Chapter 3   Early Word Identification Strategies: Using Logos, Pictures, Word Shape, and Partial Letter-

                      Sound Associations to Read New Words

                            Key Ideas

                            Key Vocabulary

                            Environmental Cues: The Strategy of Associating Meaning with the Print in Our Everyday Surroundings

                            Picture Cues: The Strategy of Inferring Meaning from Illustrations

                            Prealphabetic Word Learners and Precommunicative Spellers

                            Partial Alphabetic Word Learners and Semiphonetic Spellers

                            Best Practices for Teaching Partial Alphabetic Word Learners

                            References

    Chapter 4    Analogy-Based Phonics: The Strategy of Using Parts of Familiar Words to Read and Learn New Words

                            Key Ideas

                            Key Vocabulary

                            Looking Inside Syllables

                            Teaching Analogy-Based Phonics

                            How Children Use the Onsets and Rimes in Known Words to Read New Words

                            Self-Monitoring, Cross-Checking, and Self-Correcting for Meaning-Focused Word Identification

                            Understanding Rimes, Phonograms, and Word Families

                            Why Children use Onsets and Rimes to Read and Learn New Words

                            Best Practices for Teaching Analogy-Based Phonics

                            Activities for Teaching Analogy-Based Phonics

                            Looking Beyond Analogy-Based Phonics

                            References

    Chapter 5    Letter-Sound Phonics: The Strategy of Using Letter-Sounds to Read and Learn New Words

                            Key Ideas

                            Key Vocabulary

                            Phonics Letter-Sound Patterns

                            Teaching Letter-Sound Phonics in Your Classroom

                            How Children Use Letter-Sound Patterns to Read and Learn New Words

                            Best Practices for Teaching Letter-Sound Phonics

                            A Sequence for Teaching Letter-Sound Patterns

                            Do Phonics Rules Belong in Your Classroom Reading Program?

                            Alphabetic Word Learners and Phonetic Spellers

                            Decodable Books and Your Classroom Reading Program

                            Activities for Teaching Letter-Sound Based Phonics

                            Moving Toward Using the Multiletter Chunks in Word Structure to Reading and Spelling Long Words

                            References

    Chapter 6    Structural Analysis: Using Chunking Strategy to Read and Learn Long Words

                            Key Ideas

                            Key Vocabulary

                            The Multiletter Chunk Strategy

                            Why Readers Chunk Letters Together

                            Teaching Multiletter Chunks in Your Classroom Reading Program

                            How Children Use the Multiletter Chunks in Word Structure

                            Consolidated Word Learners and Transitional Spellers

                            Prefixes, Suffixes, and Base Words

                            Best Practices for Teaching Prefixes and Suffixes

                            Greek and Latin Roots

                            Compound Words

                            Contractions

                            Syllables

                            Activities for Teaching the Multiletter Chunks in Word Structure

                            Insight Into Word Meaning and Pronunciation

                            References

    Chapter 7    Teaching English Language Learners and Children At Risk

                            Key Ideas

                            English Language Learners

                            Children At Risk

                            References

    Appendix A    Rimes for Word Reading and Spelling

    Appendix B    Letter-Sound Patterns

    Appendix C    Generalizations for Adding Suffixes

    Appendix D    Greek and Latin Roots

    Key Vocabulary

     

     


    Next Edition(s)

    • Word Identification Strategies: Building Phonics into a Classroom Reading Program, 5/E
      Fox
      ©2012  |  Allyn & Bacon  |  Paper; 288 pp  |  Instock
      ISBN-10: 0132611287  |  ISBN-13: 9780132611282
      Brief Description  |  More Info



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