ISBN-10:
1598570501
ISBN-13:
9781598570502
Pub. Date:
06/01/2010
Publisher:
Brookes Publishing
Speech to Print: Language Essentials for Teachers / Edition 2

Speech to Print: Language Essentials for Teachers / Edition 2

by Louisa Cook Moats

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Product Details

ISBN-13: 9781598570502
Publisher: Brookes Publishing
Publication date: 06/01/2010
Pages: 304
Sales rank: 79,593
Product dimensions: 6.90(w) x 9.90(h) x 0.80(d)

About the Author



Louisa Cook Moats, Ed.D., 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. She worked as a teacher, neuropsychology technician, and specialist in learning disorders prior to her doctoral training. She was a licensed psychologist in private practice for 15 years in Vermont and a graduate instructor both at Harvard and at St. Michael's College in Winooski, Vermont, where she developed innovative courses for teachers linking the disciplines of linguistics and reading education. Specializing in reading development, reading disorders, spelling, and written language, she has written and lectured widely throughout the United States and abroad. She has taught courses in teacher education at the Greenwood Institute in Putney, Vermont, and at Simmons College in Boston. Her publications include this text's companion workbook, Speech to Print Workbook: Language Exercises for Teachers (Paul H. Brookes Publishing Co., 2003); journal articles; book chapters; a classroom basal spelling program; a book titled Spelling: Development, Disability, and Instruction (York Press, 1995); and a book for parents, co-authored with Susan L. Hall, Straight Talk About Reading: How Parents Can Make a Difference in the Early Years (Contemporary Books, 1999).

Table of Contents

About the Author xi

Acknowledgments xiii

Chapter 1 Why Study Language? 1

The Missing Foundation in Teacher Education 2

Language and Literacy 2

The Development and Complexity of Language 4

Reading Is Difficult for Many People 5

A Research Consensus About Language and Reading 6

How Reading and Spelling Develop 11

Skillful Teaching Prevents Most Reading Problems 15

Teaching Reading Is Complex and Challenging 15

Principles of Effective Teaching of Reading, Spelling, and Writing 16

Brief Survey of Language Knowledge 20

Comprehensive Survey of Language Knowledge 22

Chapter 2 Phonetics: The Sounds in Speech 25

Why Start with Speech Sounds? 26

Becoming Multilinguistic 26

Counting Phonemes 27

Why Phonemes Are Elusive 27

Speech Sound Identification 29

Phonetic Transcription 30

Summary 43

Chapter 3 Phonology: Speech Sounds in Use 47

Sequences, Syllables, and Stress 49

Aspects of Phonological Processing 54

Phonemes and Minimal Pairs 59

Phonetic Variation and Allophones 60

Systematic Variation in Speech Sound Production 62

Teaching Phonological Awareness-General Principles 70

Sample Activities for Preschool or Beginning Kindergarten Level 70

Sample Activities for First-Grade and Older Students 72

Summary 75

Chapter 4 The Structure of English Orthography 79

A Brief History of Writing 80

Meaning and Sound 82

Anglo-Saxon, Latin, and Greek Layers in English Orthography 83

Phoneme-Grapheme Correspondences in English 91

Orthographic Conventions 102

Summary 111

Chapter 5 Morphology 117

Why Morphology Is Important for Reading and Spelling 118

Morphemes: The Smallest Meaningful Units 119

Individual Differences in Using Derivational Morphology 139

Derivational Morphology: Principles of Instruction 141

Classroom Activities 146

Chapter 6 Syntax: How Sentences Work 153

Correct or Incorrect Syntax? 154

Natural Knowledge of Syntax 155

Evidence for Syntactic Structures 157

Parts of Sentences 158

How Sentences Grow 165

Transformations 167

Teaching Sentence Structure 169

Summary 171

Chapter 7 Semantics: Word and Phrase Meanings 175

Aspects of Word Meaning 176

Phrase and Sentence Meaning 184

Noun Phrases 185

Pragmatics: Making Sense in Context 190

Reference in Discourse 191

Teaching Vocabulary and Other Aspects of Meaning 192

Summary 194

Chapter 8 Language and Reading Instruction 199

The Prealphabetic Learner 201

Early Alphabetic to Later Alphabetic Phases (Ages 5-7) 203

A Spelling-Decoding Continuum for Elementary Instruction 209

Example Lesson 1: Introducing Letter-Sound Correspondence to a Novice Reader 211

Example Lesson 2: Working with Suffixes 213

Example Lesson 3: Oral Reading for Fluency 214

Case Studies 215

Summary: The Power of Instruction 222

References 223

Appendix A Developmental Spelling Inventories 233

Directions for Administering the Spelling Inventories 233

Primary Spelling Inventory-Individual Score Sheet 236

Elementary Spelling Inventory-Individual Score Sheet 238

Appendix B Answer Key 241

Appendix C Glossary 271

Index 283

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