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"Teaching Word Analysis Skills provides a concise, easy-to-read overview of the conceptual, historical, and guiding principles that have been, are, and ever more will be absolutely pertinent to the teaching of word recognition strategies. Furthermore, it lays out practical options for teaching the essential structural, phonemic, and phonological analysis skills that lead to word recognition, an essential component of good reading comprehension. This book dispels myths and provides sound principles with a sensible blend of pragmatic practices. It is written with a healthy dose of Ash Bishop's disarmingly self-deprecating style. The result is high science with high wit and some tasty tongue-in-cheek humor. I don't know when I have last read something so sophisticated, nuanced, and practical, yet written with the some ease and the secret pleasure in reading that one might get from People Magazine. This book is for everyone who reads; Mothers, fathers, public policy makers, and of course, teachers. It is an essential read on reading and learning to read."---Anthony Manzo, Ph.D., Professor Emeritus, University of Missouri-Kansas City and Recipient of the International Reading Association's highest honor, The 1993 Wm.S. Gray Citation of Merit.
This powerful book provides a comprehensive overview of the word analysis process and the essential skills that allow students to read efficiently. This book is a must-read for teachers of students who are learning to read and for teachers of struggling readers. Special attention is placed on phonics and the precursours of phonics: alphabet knowledge and phonemic awarencess. Chapters are also provided on structural analysis, sight words, context clues, fluency, and the special instructional needs of English learners. A unique and important focus throughout the book is that rich children's literature for all ages is a key component of the word analysis instructional environment.
This powerful book provides a comprehensive overview of the word analysis process and the essential skills that allow students to read efficiently. This book is a must-read for teachers of students who are learning to read and for teachers of struggling readers. Special attention is placed on phonics and the precursours of phonics: alphabet knowledge and phonemic awarencess. Chapters are also provided on structural analysis, sight words, context clues, fluency, and the special instructional needs of English learners. A unique and important focus throughout the book is that rich children's literature for all ages is a key component of the word analysis instructional environment.
作者簡介
Ashley Bishop, Ed.D., Professor Emeritus, California State University, Fullerton, While at Fullerton, Dr. Bishop was Chair of the Reading Department for 20 years and served as the Founding Dean of the College of Education. He has coauthored four books focusing on the reading process.
Sue Bishop, M.E.D., is a retired educator in the field of special education. She worked as a resource specialist for the Irvine Unified School District in California. Following retirement, Sue taught in the Language Minority Program also through IUSD
Sue Bishop, M.E.D., is a retired educator in the field of special education. She worked as a resource specialist for the Irvine Unified School District in California. Following retirement, Sue taught in the Language Minority Program also through IUSD
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