Used and New from Other Sellers
Used and New from Other Sellers
from $97.92
Usually ships in 1-2 business days
(Save 24%)
Other sellers (Hardcover)
-
All (7)
from
$97.92
-
New (2)
from
$108.50
-
Used (5)
from
$97.92
Note: Marketplace items are not eligible for any BN.com coupons and promotions
$108.50
Seller since 2008
New Book. Shipped from UK within 10 to 14 business days. Established seller since 2000.
Ships from: Horcott Rd, Fairford, United Kingdom
Usually ships in 1-2 business days
- •Standard, 48 States
- •Standard (AK, HI)
$124.72
Seller since 2008
Brand New, Perfect Condition, Please allow 4-14 business days for delivery. 100% Money Back Guarantee, Over 1,000,000 customers served.
Ships from: Westminster, MD
Usually ships in 1-2 business days
- •Canadian
- •International
- •Standard, 48 States
- •Standard (AK, HI)
More About This Textbook
Overview
This volume unites spelling and word recognition — two areas that have largely remained theoretically and empirically distinct. Despite considerable advances in the investigation of processes underlying word perception and the acknowledgement of the seminal importance of lexical access in the reading and writing processes, to date the development and functioning of orthographic knowledge across both encoding and decoding contexts has rarely been explored.
The book begins to fill this void by offering a coherent and unified articulation of the perceptual, linguistic, and cognitive features that characterize an individual's advancing word/orthographic knowledge, providing evidence for a common knowledge base underlying spelling in writing and word recognition in reading. From a developmental perspective, the studies and syntheses presented in this volume blend insights from psychology and language study with those from clinical and classroom observations. These insights help explain how individuals, from preschool through adolescence, develop knowledge of the orthographic system underlying word structure in English and how they apply this knowledge in actual writing and reading contexts. Implications are drawn for the assessment and teaching of spelling, vocabulary, and word analysis from primary through middle grades.
Product Details
Related Subjects
Table of Contents
Contents: J. Deese, Foreword. E.H. Henderson, The Interface of Lexical Competence and Knowledge of Written Words. R.C. Schlagal, Patterns of Orthographic Development into the Intermediate Grades. D. Morris, Concept of Word: A Pivotal Understanding in the Learning-to-Read Process. J.T. Gill, The Relationship Between Word Recognition and Spelling. M.A. Invernizzi, The Vowel and What Follows: A Phonological Frame of Orthographic Analysis. D.R. Bear, The Prosody of Oral Reading and Stages of Word Knowledge. W.G.W. Barnes, The Developmental Acquisition of Silent Letters in Orthographic Images. J. Zutell, An Integrated View of Word Knowledge: Correlational Studies of the Relationships Among Spelling, Reading, and Conceptual Development. C.S. Beers, J.W. Beers, Children's Spelling of English Inflectional Morphology. S. Templeton, Theory, Nature, and Pedagogy of Higher-Order Orthographic Development in Older Students. M.P. Abouzeid, Stages of Word Knowledge in Reading Disabled Children. L.C. Ehri, Review and Commentary: Stages of Spelling Development. S. Templeton, D.R. Bear, A Summary and Synthesis: "Teaching the Lexicon to Read and Spell". F. Vellutino, Afterword.