Speech to Print Workbook: Language Exercises for Teachers
Moats Ed.D., Louisa Cook; Rosow Ed.D., Dr. Bruce
Language: English
Published by Brookes Publishing, 2020
- Softcover
- Used
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Very Good condition. 3rd edition. A copy that may have a few cosmetic defects. May also contain light spine creasing or a few markings such as an owner's name, short gifter's inscription or light stamp.
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- Title
- Speech to Print Workbook: Language Exercises for Teachers
- Author
- Moats Ed.D., Louisa Cook; Rosow Ed.D., Dr. Bruce
- Publisher
- Brookes Publishing
- Publication year
- 2020
- Condition
- Very Good
- Binding
- Soft cover
- Language
- English
- ISBN 10
- 168125333X
- ISBN 13
- 9781681253336
- Edition
- 3rd Edition
As in the previous editions, the exercises in the new workbook cover all the areas addressed in the textbook, including phonetics and phonology, orthography, morphology, syntax, and semantics. Users will find dozens of new exercises, updates and revisions throughout, and student-friendly features such as chapter quizzes, answer keys, and tips on teaching language concepts to their own students.
Perfect for preservice teacher education courses or for in-service professional development, this workbook will help ensure that educators grasp the complex concepts in Speech to Printâ€"and successfully teach children the critical literacy skills they’ll need for the rest of their lives.
WHAT’S NEW
- More than 30 brand-new exercises not found in the Speech to Print textbook
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- Revised and updated exercises throughout
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- Extensive new content and exercises addressing syntax and semantics
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- New chapter quizzes reinforcing teachers’ knowledge of language building blocks, including phonology, orthography, morphology, syntax, and semantics
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- Exercises that provide models and tips for teaching selected concepts to students
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- A new final course exam
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Learn more about the new edition!
"Synopsis" may belong to another edition of this title.
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).
Bruce L. Rosow, Ed.D., completed his doctoral studies in educational psychology at American International College. He began his career as an intermediate grade classroom teacher at Guilford Elementary School in Southern Vermont, before moving into a remedial instruction role teaching word study and math. During this time, Dr. Rosow worked with Dr. Moats to design word study lessons for diverse students based on the principles of structured language instruction. One result was Spellography, (with Louisa Cook Moats; Sopris West, 2003), a word study curriculum for intermediate and middle school students. After serving as the Academic Dean at the Greenwood School for a decade, working with boys with language-based learning differences, Dr. Rosow returned to public education in the Windham Central Supervisory Union in Southern Vermont. There, he runs The Language Lab to provide remedial instruction to struggling middle and high school readers. For almost two decades Dr. Rosow also taught in the Language and Literacy Program through the Reading Institute in Williamstown, MA, Simmons College and Bay Path University, using Speech to Print: Language Essentials for Teachers, and developing the material you will find in this workbook. .
"About the title" may belong to another edition of this title.
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