Words Their Way with Struggling Readers: Word Study for Reading, Vocabulary, and Spelling Instruction, Grades 4 - 12
No. of pages 360
Published: 2013
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This book is part of a book series called Words Their Way .
There are 360 pages in this book. This book was published in 2013 by Pearson Education (US) .
Francine Johnston, EdD, is Assistant Professor of Curriculum and Instruction at the University of North Carolina at Greensboro, where she teaches courses in reading, language arts, and children's literature. Tutoring is a key part of her curriculum, as she believes that there is no better way to help preservice teachers learn how to teach beginning readers. Marcia Invernizzi, PhD, is Associate Professor of Reading Education at the Curry School of Education, University of Virginia, where she also serves as Clinical Director of the McGuffey Reading Center. With Connie Juel, she cofounded the Book Buddies community volunteer tutorial program, which has served over 700 children since 1992. Dr. Invernizzi's research on the effectiveness of Book Buddies has been published in The Reading Teacher and Scientific Studies of Reading. Connie Juel, PhD, is at Stanford University. She is codirector of the Center for the Improvement of Early Reading Achievement and a former Associate Editor of Reading Research Quarterly. Cofounder with Marcia Invernizzi of the Book Buddies tutorial program, Dr. Juel has published numerous research articles, chapters, and books on literacy acquisition. Latisha Hayes is an Assistant Professor at the University of Virginia in the department of Curriculum, Instruction and Special Education. She is the 2003 award recipient of the Jeanne S. Chall Research Fellowship, which encourages and supports reading research by promising scholars. Francine Johnston is a former first grade teacher and reading specialist who learned about word study during her graduate work at the University of Virginia. She is now an associate professor in the School of Education at the University of North Carolina at Greensboro, where she teaches courses in reading, language arts, and children's literature. Francine frequently works with regional school systems as a consultant and researcher. Her research interests include current spelling practices and materials as well as the relationship between spelling and reading achievement. Kevin R. Flanigan has taught as both a classroom teacher in the upper elementary/middle grades and as a reading specialist/literacy coach working with kindergartners through middle-grades students. He has authored or co-authored articles in The Reading Teacher , The Journal of Adolescent and Adult Literacy , and the Journal of Literacy Research and has presented frequently at regional, national, and international conferences.
This book has the following chapters:
Table of Contents
Chapter One
Word Study with Struggling Older Readers. Discusses three main areas that impact reading performance: orthographic knowledge, vocabulary and comprehension knowledge, and motivation/engagement.
Chapter Two
The Assessment of Orthographic Development and Vocabulary Knowledge: Outlines orthographic and vocabulary assessments that get teachers started in developmentally targeted word study instruction.
Chapter Three
Word Study Instruction and Organization: Principles and Practices. Describes how to organize and manage individual as well as small and whole group activities (e. g. , word sorting, writing applications, etc. ) to deliver effective developmental word study instruction.
PART ONE. Word Study for Orthographic Knowledge: Phonics, Spelling, and Decoding
Chapter Four
Word Study with Older Struggling Readers in the Within Word Pattern Stage. Highlights effective instructional practices that promote phonics, spelling, and decoding knowledge. Orthographic features covered: vowel and complex consonant patterns.
Chapter Five
Word Study with Older Struggling Readers in the Syllables and Affixes Stage. Highlights effective instructional practices that promote phonics, spelling, and decoding knowledge. Orthographic features covered: syllable patterns as well as accented and unaccented syllables.
PART TWO. Word Study for Vocabulary Knowledge: Generative and Content-Specific
Chapter Six
Generative Vocabulary Instruction. Highlights effective instructional practices that promote vocabulary knowledge. Teaches students how to tap into the power of Latin and Greek derived prefixes, suffixes, and roots to exponentially increase vocabulary knowledge.
Chapter Seven
Content-Specific Vocabulary Instruction. Highlights effective instructional practices that promote vocabulary knowledge in specific content areas. Focuses on general, core academic vocabulary and vocabulary specific to math, science, social studies, and English.
This book is in the following series:
Your chapters deal with the realities of a teacher's day and demonstrate ways that teachers can incorporate skills and strategies across the content areas. I really learned a great deal from this copy. You have so many excellent ideas that will help teachers.
Karen Polk, Northport Schools, New York
I see the goal as an attempt to answer the needs of knowledgeable teachers and reading specialists working with adolescents in school settings. I think the authors have struck a near perfect rendition of the scope needed to address their goals.
Rod Winters, Winona State University
The major goal of this book is to provide specific strategies to improve the reading skills of struggling older readers. I believe that the authors have fully accomplished this goal. They have also successfully provided many great suggestions and activities to help content area teachers make content reading and comprehension more accessible.
Debbie Cottle, Columbus Academy, Ohio
The authors' in-depth description of classroom management and organization should go a long way toward alleviating fears that teachers have of implementing word study in the intermediate or secondary grades. Teachers of any subject area can immediately begin using these strategies in their classrooms and feel confident doing so. Every middle or high school teacher should have a copy of Words Their Way (R) with Struggling Adolescent Readers in their classroom regardless of the subject being taught.
David Smith, University of Nevada, Reno
Well written, lots of good teaching examples, some wonderful insights about vocabulary that will stick with teachers. The teaching activities are excellent and teachers will find them highly useful. I very much appreciated having the great assessment tools. The goal settng guide is also excellent. Teachers won't get this information elsewhere.
Timothy Shanahan, University of Illinois, Chicago
The authors have created a comprehensive text for teaching struggling readers, English Language Learners, and even most all of our students how to learn vocabulary and word study. There is a definite need for this kind of instruction, and these authors do quite well in presenting the material for pre-service and practicing teachers.
Jackie Glasgow, Ohio University
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