Word Identification Strategies: Building Phonics into a Classroom Reading Program - Softcover

Fox, Barbara

Softcover

ISBN 10: 0132611287 ISBN 13: 9780132611282

Publisher: Pearson, 2011

Synopsis

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.

About this title

Review:

Colleen Lelli, CabriniCollege: “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, NazarethCollege: “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.”   

From the Back Cover:

For a comprehensive understanding of how to plan and implement effective word identification instruction in elementary classroom reading programs―and for a practical look at the tools to help you do it―turn to Barbara Fox’s Word Identification Strategies: Building Phonics into a Classroom Reading Program, Fifth Edition. In it, pre-service and in-service teachers get a straight-forward, easy-to-understand look at such topics as:

·         how the word recognition process unfolds as children learn to read in the elementary school

·         why and how to teach different strategies as children develop as readers and spellers

·         best practices for teaching

·         how children learn and use the letter-sound patterns of phonics

·         the contribution that multiletter chunks (prefixes, suffixes, syllables, and Greek and Latin roots) make to learning new words.

 

This book focuses on effective practices for teaching English language learners and children at risk, includes ready-to-use review and practice activities that fit nicely into short periods of available time, cites research studies that support teaching various word identification strategies, and includes valuable information on using e-resources for teaching word identification in the elementary school.

 

More than a “phonics” book, this text takes a comprehensive approach to word identification, explaining all the print-based strategies children develop and use―providing a thorough understanding of teaching word identification, PreK through 5.

 

Reviewers rave:

“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.” Colleen Lelli, CabriniCollege

 

“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.” Carianne Bernadowski, Robert Morris University

 

"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." Anitra E. Butler, Prince George’s Community 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.”   Dr. Laura C. S. Jones, NazarethCollege

About this edition

• Publisher: Pearson
• Publication date: 2011
• ISBN 10: 0132611287
• ISBN 13: 9780132611282
• Binding: Paperback
• Edition number: 5
• Number of pages: 288