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Word Identification Strategies Barbara Fox

Word Identification Strategies By Barbara Fox

Word Identification Strategies by Barbara Fox

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Word Identification Strategies Summary

Word Identification Strategies: Building Phonics into a Classroom Reading Program by Barbara Fox

Word Identification Strategies: Building Phonics into a Classroom Reading Program, Fifth Edition,gives pre- and in-service teachers essential information for planning and implementing effective word identification in elementary classroom reading programs-plus the tools to carry it out.

Word Identification Strategies Reviews

Colleen Lelli, Cabrini College: I chose this text for the in-depth phonics strategies and word identification strategies that are discussed in this book. Generally my students find this book to be an easy read and like the book a lot. Carianne Bernadowski, Robert Morris University: A major strength of this text is its accessibility for students through the explicit explanation of strategies. Students particularly like the visuals provided with each strategy. Anitra E. Butler, Prince George's Community College: This text does an excellent job providing in-service teachers with strategies for literacy instruction. I value the anticipation guides in the beginning of each chapter in order to set the purpose for reading. I also appreciate the informational aides that the text provides as well as the graphic and organizational aides. Dr. Laura C. S. Jones, Nazareth College: Fox's text helps my students to develop a more principled understanding of how readers and spellers acquire the word identification strategies they need to be efficient, automatic decoders and encoders.

About Barbara Fox

Barbara J. Fox is a Professor of Reading at North Carolina State University. Her experience with young readers comes from teaching in the elementary school and in her university teaching, which combines her talent for helping improve children's reading ability and educating reading professionals. In her spare time she is an avid reader and enjoys her family and three dogs.

Table of Contents

Chapter 1 Word Identification in Your Classroom Reading Program 1 Why Do We Teach Phonics? Essential Elements of Phonics in Your Successful Classroom Reading Program Teach Phonics Directly Teach Phonics Systematically Teach Phonics Early Keep Phonics Instruction Meaningful Support Children as They Use Phonics While Reading and Writing Keeping Phonics in Balance in Your Classroom Reading Program When Should You Teach Phonics? How Will You Teach Phonics? How Much Time Should You Spend Teaching Phonics? Under What Circumstances Should You Teach Phonics? How Children Read Words Analogy Letter-Sound Decoding Analyzing the Structure of Long Words Prediction Instant Recognition Metacognitive Awareness Keeping Word Identification Meaning-Focused Through Teaching Children to Self-Monitor, Self-Correct, and Cross-Check Self-Monitoring Self-Correcting Cross-Checking Stages of Learning to Read Words Prealphabetic Word Learners in Preschool and Kindergarten Partial Alphabetic Word Learners in Kindergarten and Early First Grade Alphabetic Word Learners in Late Kindergarten Through Second Grade Consolidated Word Learners in Third Grade and Above Automatic Readers References Chapter 2 Phonemic Awareness: Becoming Aware of the Sounds of Language What Is Phonemic Awareness? What Is Phonological Awareness? Phonemic Is Important for Learning to Read Phonemic Awareness Develops Sequentially Word Awareness in Preschool Syllable Awareness in Preschool and Early Kindergarten Rhyme and Beginning Sound Awareness in Preschool and Kindergarten Sound Awareness and Blending in Kindergarten through Second Grade Manipulating Sounds in First and Second Grade Rhyme and Beginning Sound Awareness Classroom Activities for Developing Rhyme and Beginning Sound Awareness Spare Minute Activities for Developing Rhyme Awareness Phonemic Awareness Best Practices for Developing Phonemic Awareness Classroom Activities for Developing Phonemic Awareness Sound Awareness Blending Spare Minute Activities for Developing Phonemic Awareness 58 Phonemic Awareness Assessment Tools Informal Assessment Tools Formal, Norm-Referenced Assessment Tools Teaching Phonemic Awareness in Your Classroom Reading Program Kindergarten First Grade Second Grade Teaching Phonemic Awareness to English Language Learners Teaching Phonemic Awareness to Children At Risk E-Resources for Teaching Phonemic Awareness References Chapter 3 Early Word Identification in Preschool and Early Kindergarten: The Strategies of Using Logos, Pictures, Word Shape, and Partial Letter-Sound Associations to Read New Words Environmental Cues: Associating Meaning with the Print in Everyday Surroundings in Preschool 68 Picture Cues: The Inferring Meaning from Illustrations in Preschool and Early Kindergarten Configuration Cues: Using Word Length, Word Shape, or Eye-Catching Letters to Read New Words in Preschool and Early Kindergarten Word Shape Word Length Letter Shape Prealphabetic Word Learners and Emergent Spellers in Preschool and Early Kindergarten Partial Alphabetic Word Learners and Early Letter Name-Alphabetic Spellers in Kindergarten and Early First Grade Best Practices for Teaching Partial Alphabetic Word Learners Teaching Letter Names and a Sound for Each Letter to English Language Learners Teaching Letter Names and a Sound for Each Letter to Children At Risk E-Resources for Teaching Letter Names and a Sound for Each Letter References Chapter 4 Analogy-Based Phonics in Late Kindergarten and First Grade: The Strategy of Using the Predictable Patterns in Known Words to Read New Words 83 Looking Inside Syllables to Find Onsets and Rimes Teaching Analogy-Based Phonics with Word Famililes How Children Use the Onsets and Rimes in Known Word Family Words to Read New Words Early Alphabetic Word Learners and Late Letter Name-Alphabetic Spellers How Rimes Make It Possible for Early Alphabetic Word Learners to Read New Words Best Practices for Teaching Analogy-Based Phonics with Word Family Words Classroom Activities for Teaching Analogy-Based Phonics with Word Family Words Spare Minute Activities for Teaching Analogy-Based Phonics with Word Family Words Teaching Analogy-Based Phonics with Word Family Words to English Language Learners Teaching Analogy-Based Phonics with Word Family Words to Children At Risk E-Resources for Teaching Analogy-Based Phonics with Word Family Words References Chapter 5 Letter-Sound Phonics in Late Kindergarten, First, and Second Grade: The Strategy of Using Letter-Sounds to Read and Learn New Words Phonics Letter-Sound Patterns Which Letter-Sound Patterns to Teach and When to Teach Them Teaching Letter-Sound Phonics in Your Classroom Reading Program Kindergarten First Grade Second Grade Third Grade Fourth and Fifth Grades How Children Use Letter-Sound Phonics to Read New Words Correcting Misidentifications Minor Mistakes Best Practices for Teaching Letter-Sound-Based Phonics Do Phonics Rules Belong in Your Classroom Reading Program? Full Alphabetic Word Learners and Within Word Pattern Spellers Decodable Books and Your Classroom Reading Program Classroom Activities for Teaching Letter-Sound-Based Phonics Spare-Minute Activities for Teaching Letter-Sound Phonics Teaching Letter-Sound Phonics to English Language Learners Teaching Letter-Sound Phonics to Children At Risk E-Resources for Teaching Letter-Sound Phonics References Chapter 6 Analyzing the Strucgtue of Long Words in Third Grade and Above: The Strategy of Using Multiletter Word Parts to Read and Learn Long Words The Structure of Long Words Free and Bound Morphemes Teaching Word Structure in Your Classroom Reading Program First and Second Grades Third, Fourth, and Fifth Grades How Children Read New Words by Analyzing Word Structure Correcting Misidentifications Consolidated Word Learners and Syllalbles and Affixes Spellers Prefixes Suffixes Base Words Best Practices for Teaching Prefixes and Suffixes Greek and Latin Word Parts Compound Words Contractions Syllables Syllable Patterns Clues to Syllable Division Accent Patterns Best Practices for Teaching Syllable Patterns and Accent Classroom Activities for Teaching the Structure of Long Words Spare-Minute Activities for Teaching the Structure of Long Words Teaching Word Structure to English Language Learners Teaching Word Structure to Children At Risk E-Resources for Teaching Word Structure References Appendix A Letter-Sound Patterns: What the Phonics Teacher Needs to Know About How Letters Represent Sounds Key Vocabulary Index

Additional information

CIN0132611287G
9780132611282
0132611287
Word Identification Strategies: Building Phonics into a Classroom Reading Program by Barbara Fox
Barbara Fox
Used - Good
Paperback
Pearson Education (US)
20110623
288
N/A
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
This is a used book - there is no escaping the fact it has been read by someone else and it will show signs of wear and previous use. Overall we expect it to be in good condition, but if you are not entirely satisfied please get in touch with us

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