1. An Introduction to Word Recognition: What You Need to Know
about How Words Work
2. Assessing Word Knowledge: A Comprehensive Look at the Word
Knowledge Zone
3. The Emergent Reader and Writer: Building Foundational Skills
That Facilitate Word Learning
4. The Emergent Reader’s Toolkit: Activities and Student
Strategies
5. The Beginning Reader and Writer: Building a Bank of Known
Words
6. The Beginning Reader’s Toolkit: Activities and Student
Strategies
7. The Transitional Reader and Writer: Building Automatic Word
Knowledge for Fluency
8. The Transitional Reader’s Toolkit: Activities and Student
Strategies
Latisha Hayes, PhD, is Clinical Assistant Professor in the
Department of Curriculum, Instruction, and Special Education at the
University of Virginia, where she teaches courses on the diagnosis
and remediation of reading difficulties. She also works with
preservice and inservice teachers at the McGuffey Reading Center,
which provides students across the grades with diagnostic and
tutoring services. As a special educator and reading specialist,
Dr. Hayes has taught students with reading disabilities in the
primary through middle grades. Her interests have focused on
supporting struggling readers through university-based programs
and partnerships.
Kevin Flanigan, PhD, is Professor in the Literacy Department at
West Chester University of Pennsylvania (WCU). He works in the WCU
Reading Center along with master's students to assess and teach
children who struggle to read and write. A former middle-grades
classroom teacher and reading specialist/coach, Dr. Flanigan
researches and writes about developmental word knowledge and
struggling readers.
Without doubt, this is one of the most practical and useful books
that I've seen on word knowledge instruction. The authors supply
instructional toolkits--tailored to the developmental needs of
students--that target reading, writing, and manipulating words, as
well as transferring word knowledge to contextual reading and
writing. They present critical information about the
interconnectedness of reading, writing, and word recognition in a
balanced literacy framework. This is a valuable guide for classroom
teachers with many examples to help plan instruction.--Mary Napoli,
PhD, School of Behavioral Sciences and Education, Penn State
Harrisburg
Hayes and Flanigan provide all the necessary materials for a
teacher to determine students' needs and design a course of
instruction specific to each individual. They explain both the
'whys' and the 'hows' of high-quality word knowledge instruction. I
recommend this book to anyone who wants to fully understand the
reading/n-/spelling connection across each developmental stage.
Teachers who utilize the toolkits in this book will doubtless see
gains in their students' word knowledge.--Alisha Demchak, MEd,
kindergarten teacher and reading specialist, Burnley-Moran
Elementary School, Charlottesville, Virginia
In this highly readable, efficiently organized volume, Hayes and
Flanigan provide an excellent foundation for helping PreK-2
learners develop the skills that will make them readers. After
following the step-by-step instructions for administering, scoring,
and interpreting a pre-assessment, teachers may then choose which
subsequent chapters to turn to in order to individualize
instruction based on students' developmental levels. The resources
and toolkits of teaching strategies make Developing Word
Recognition an ideal resource for preservice and practicing
teachers.--April Whatley Bedford, PhD, Department of Curriculum and
Instruction, University of New Orleans
The authors' integrative perspective will be welcomed by teachers
ready to move beyond the common practice of teaching spelling in
isolation from authentic reading and writing. Hayes and Flanigan
bring a fresh model for assessing students and teaching them to be
word experts through the idea of the word knowledge zone. Rather
than offering a 'magic bullet,' Developing Word Recognition expands
teachers' knowledge of word recognition development and helps them
make thoughtful and strategic decisions about instruction. I am
very excited to share this book with our teachers.--Stephanie
Tatel, MAT, MEd, literacy specialist/instructional coach, Mary Carr
Greer Elementary School, Charlottesville, Virginia -
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