Word Study: An Assessment-Based Approach to Phonics, Spelling, and Vocabulary

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Características del artículo

Estado
En buen estado: Libro que se ha leído pero que está en buen estado. Daños mínimos en la tapa, ...
Book Title
Word Study: An Assessment-Based Approach to Phonics, Spelling, an
Publication Date
2019-07-30
Pages
160
ISBN
9781634878685
Categoría

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Product Identifiers

Publisher
Cognella, Inc.
ISBN-10
163487868X
ISBN-13
9781634878685
eBay Product ID (ePID)
9038375012

Product Key Features

Number of Pages
146 Pages
Publication Name
Word Study : an Assessment-Based Approach to Phonics, Spelling, and Vocabulary Instruction
Language
English
Subject
Study & Teaching
Publication Year
2019
Type
Textbook
Subject Area
Language Arts & Disciplines
Author
Suzanne E. Davanon
Format
Trade Paperback

Dimensions

Item Height
0.3 in
Item Weight
11.7 Oz
Item Length
11 in
Item Width
8.5 in

Additional Product Features

Intended Audience
Scholarly & Professional
Synopsis
Word Study: An Assessment-Based Approach to Phonics, Spelling, and Vocabulary Instruction is an excellent resource for programs and courses in elementary literacy education. It teaches spelling as word study , the approach that underscores the rudiments of phonics in analyzing the structure of words. It is intended for the instruction of teacher candidates, as well as those educators who are already in the classroom. The text communicates the skills for recognizing the spelling errors that students make and for comprehending the factors that cause these mistakes. The opening chapters emphasize the importance of the communicative arts of literacy and how necessary it is for teachers to be cognizant of their students' histories in the areas of reading, writing, listening, and speaking. This awareness allows for a better understanding by teachers as to their students' abilities when beginning word study instruction. The remaining chapters are divided into four modules: the elements of phonics; the stages of spelling development; the assessment of students' orthographic knowledge; and the grouping of students for instruction. Suzanne DaVanon holds an Ed.D. in curriculum and instruction from the University of Houston, both a M.Ed. in administrative education and an elementary education certification from Houston Baptist University, and a B.S.E. in secondary English and speech from the University of Texas at El Paso. She is a clinical associate professor at the University of Houston, where she teaches courses in literature for children and adolescents, as well as elementary reading and phonics instruction. Dr. DaVanon has published professionally in the Inland: A Journal for Teachers of English Language Arts , the New Jersey English Journal , and The California Reader ., An excellent resource for programs and courses in elementary literacy education. This volume teaches spelling as word study, the approach that underscores the rudiments of phonics in analyzing the structure of words. It is intended for the instruction of teacher candidates, as well as those educators who are already in the classroom., Word Study: An Assessment-Based Approach to Phonics, Spelling, and Vocabulary Instruction is an excellent resource for programs and courses in elementary literacy education. It teaches spelling as word study , the approach that underscores the rudiments of phonics in analyzing the structure of words. It is intended for the instruction of teacher candidates, as well as those educators who are already in the classroom. The text communicates the skills for recognizing the spelling errors that students make and for comprehending the factors that cause these mistakes. The opening chapters emphasize the importance of the communicative arts of literacy and how necessary it is for teachers to be cognizant of their students' histories in the areas of reading, writing, listening, and speaking. This awareness allows for a better understanding by teachers as to their students' abilities when beginning word study instruction. The remaining chapters are divided into four modules: the elements of phonics; the stages of spelling development; the assessment of students' orthographic knowledge; and the grouping of students for instruction.

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