Allographs II Student Workbook The Student Workbook provides exercises and a special dictionary to teach how syllables are compounded in multisyllable words, as well as the spelling patterns used in a variety of prefixes and suffixes. Over three thousand multisyllable words are included in the lessons.
Research on reading has tried, and failed, to account for wide disparities in reading skill even among children taught by the same method. Why do some children learn to read easily and quickly while others, in the same classroom and taught by the same teacher, don't learn to read at all? In Language Development and Learning to Read, Diane McGuinness examines scientific research that might explain these disparities. She focuses on reading predictors, analyzing the effect individual differences in specific perceptual, linguistic, and cognitive skills may have on a child's ability to read. Because of the serious methodological problems she finds in the existing research on reading, many of the studies McGuinness cites come from other fields—developmental psychology, psycholinguistics, and the speech and hearing sciences—and provide a new perspective on which language functions matter most for reading and academic success. McGuinness first examines the phonological development theory—the theory that phonological awareness follows a developmental path from words to syllables to phonemes—which has dominated reading research for thirty years, and finds that research evidence from other disciplines does not support the theory. McGuinness then looks at longitudinal studies on the development of general language function, and finds a "tantalizing connection" between core language functions and reading success. Finally, she analyzes mainstream reading research, which links reading ability to specific language skills, and the often flawed methodology used in these studies. McGuinness's analysis shows the urgent need for a shift in our thinking about how to achieve reading success.
A revolution in reading instruction. Scripted lessons make teaching and learning easy and fun. Activities cover all aspects of reading, writing, and spelling. Home or classroom.
From cooing in the crib to first words and sentences, to stories and the final big leap into reading and writing, Growing a Reader from Birth reviews the latest research revealing just how much infants, toddlers, and preschoolers know and can express from the early months on. In chapters that cover each year of a child's language growth, seasoned researcher Diane McGuinness links this new knowledge of how babies first perceive and produce language to her own innovative program for children's later mastery of reading. McGuinness charts how a child initially makes sense of the world of sounds and symbols and then progresses from recognizing and decoding words to developing a vocabulary and using it to become a good listener, an expert reader, and an eloquent speaker. McGuinness also underscores the important role of a child's parents in healthy language development, giving tips and pointers on how parents can best facilitate a child's learning. The past decade has been prolific in the knowledge gained about language development and the parents' pivotal role. It is incontrovertibly clear that without parents' verbal outpourings, language development cannot occur normally and may even shut down altogether. Full of fascinating insights into infant behavior, Growing a Reader from Birth not only illuminates the stages of language learning in children but also wisely counsels parents on how to maximize interactions with their children and be a positive force in nurturing their child's language from day one. Book jacket.
Allographs* Allographs is a revolutionary spelling program based on new discoveries about the structure of the English writing system. Research by the author has revealed that about 90% of words in print are represented by 176 spellings. When these spellings are taught in an orderly way, consistent with the logic of an alphabet code, students of any age can learn to read and spell with relative ease. Allographs lessons are partially scripted and no special training is required to teach this program. Lessons are designed to work for all ages and in any setting ranging from home tutoring to the classroom. Lessons are set out in two programs. Allographs I teaches spellings for common English words up to 3 syllables long. It is designed for students with a reading/spelling age of 7 to 8 years who have some knowledge of basic phonics. Allographs I consists of a Teacher Manual, a Spelling Dictionary with 3,000 words, and a Workbook/Storybook. Allographs II focuses on multi-syllable words and the Latin layer of the spelling code. It is suitable for students with a reading/spelling age of 8 years or higher. Allographs II consists of a Teacher Manual and a student Workbook/Dictionary containing over 3,000 words. NOTE: Allographs uses the spelling standard for U.S. and Canada. A supplement containing UK spellings is provided in the Teacher Manual. *Allographs: All the written symbols (spelling patterns) to mark each sound in a language.
Allographs* Allographs is a revolutionary spelling program based on new discoveries about the structure of the English writing system. Research by the author has revealed that about 90% of words in print are represented by 176 spellings. When these spellings are taught in an orderly way, consistent with the logic of an alphabet code, students of any age can learn to read and spell with relative ease. Allographs lessons are partially scripted and no special training is required to teach this program. Lessons are designed to work for all ages and in any setting ranging from home tutoring to the classroom. Lessons are set out in two programs. Allographs I teaches spellings for common English words up to 3 syllables long. It is designed for students with a reading/spelling age of 7 to 8 years who have some knowledge of basic phonics. Allographs I consists of a Teacher Manual, a Spelling Dictionary with 3,000 words, and a Workbook/Storybook. Allographs II focuses on multi-syllable words and the Latin layer of the spelling code. It is suitable for students with a reading/spelling age of 8 years or higher. Allographs II consists of a Teacher Manual and a student Workbook/Dictionary containing over 3,000 words. NOTE: Allographs uses the spelling standard for U.S. and Canada. A supplement containing UK spellings is provided in the Teacher Manual. *Allographs: All the written symbols (spelling patterns) to mark each sound in a language.
English is a compounding language in which root words are modified (changed in meaning) by adding prefixes and suffixes. The rules of the spelling game change at this level, and attention shifts to the syllable unit and spellings for prefixes and suffixes. This new knowledge makes a profound difference in reading and spelling skills and dramatically enhances reading comprehension and vocabulary. Lessons begin with simple compounding of common English words (doghouse, sunset) and gradually build to include Latin and Greek-based words up to six syllables in length. For example, “inform” (a verb) can be changed to a noun by adding the suffix “shun,” spelled “tion,” a suffix used in thousands of words. It has three common spellings: information, aggression, optician, and four rare ones. Once the student learns when these spellings are used (ÔcianÕ always marks an occupation), difficult words suddenly become easy to read and spell. Long, “scary” words like “determination” can be broken down to easily decodable units: de/ter/min/a/tion. Once these patterns are understood, students as young as eight years can learn to read and spell thousands of new words in a just a few lessons. Allographs II Manual contains fifty-nine partially scripted lessons. Sample lessons for the higher levels of the code provide a platform for continuing development using the Student Workbook/Dictionary. Both components are essential to teach this program effectively.
This volume tells the little-known story of the Dominican Family—priests, sisters, brothers, contemplative nuns, and lay people—and integrates it into the history of the United States. Starting after the Civil War, the book takes a thematic approach through twelve essays examining Dominican contributions to the making of the modern United States by exploring parish ministry, preaching, health care, education, social and economic justice, liturgical renewal and the arts, missionary outreach and contemplative prayer, ongoing internal formation and renewal, and models of sanctity. It charts the effects of the United States on Dominican life as well as the Dominican contribution to the larger U.S. history. When the country was engulfed by wave after wave of immigrants and cities experienced unchecked growth, Dominicans provided educational institutions; community, social, and religious centers; and health care and social services. When epidemic disease hit various locales, Dominicans responded with nursing care and spiritual sustenance. As the United States became more complex and social inequities appeared, Dominicans cried out for social and economic justice. Amidst the ugliness and social dislocation of modern society, Dominicans offered beauty through the liturgical arts, the fine arts, music, drama, and film, all designed to enrich the culture. Through it all, the Dominicans cultivated their own identity as well, undergoing regular self-examination and renewal.
Argues that teachers and psychologists are too quick to attach the term "learning disabled" because they fail to recognize "normal" differences in brain function and in specific talents and abilities
Early Reading Instruction is a comprehensive analysis of the research evidence from early writing systems to computer models of reading. In this book, Diane McGuinness provides an innovative solution to the "reading war"—the century-old debate over the efficacy of phonics (sound-based) versus whole-word (meaning- based) methods. She has developed a prototype—a set of elements that are critical to the success of a reading method. McGuinness shows that all writing systems, without exception, are based on a sound unit in the language. This fact, and other findings by paleographers, provides a platform for the prototype. Other elements of the prototype are based on modern research. For example, observational studies in the classroom show that time spent on three activities strongly predicts reading success: learning phoneme/symbol correspondences, practice at blending and segmenting phonemes in words, and copying/writing words, phrases, and sentences. Most so-called literacy activities have no effect, and some, like sight word memorization, have a strongly negative effect. The National Reading Panel (2000) summarized the research on reading methods after screening out thousands of studies that failed to meet minimum scientific standards. In an in-depth analysis of this evidence, McGuinness shows that the most successful methods (children reading a year or more above age norms) include all the elements in the prototype. Finally, she argues, because phonics-type methods are consistently shown to be superior to whole-word methods in studies dating back to the 1960s, it makes no sense to continue this line of research. The most urgent question for future research is how to get the most effective phonics programs into the classroom.
The Sound Steps to Reading Storybook contains the full text of the story fragment that begins each lesson. These stories should be read by the parent or teacher later on the same day after the lesson has been completed. Each story features the target sound (phoneme) for that lesson. The stories are humorous and written in rhyme. Trials in the U.S. and the U.K showed that children love them. Many children can begin reading these stories on their own (with a little help) about midway through the program. This is highly motivating. By the end of the program all children can read these stories with ease. The stories will work well with any synthetic phonics program that teaches the spelling alternatives for the sounds in English. Sound Steps to Reading is based on the author’s analysis of the English writing system, one of the most complex writing systems in the world. Mastering this complexity is solved by careful sequencing of the lessons so the child is never confronted with something he cannot do. Every lesson is scripted and no training is necessary to use this program. Lessons contain the same activities in the same order: 1) listening for the target sound in a story 2) a structured listening exercise 3) handwriting training and practice 4) segmenting and blending sounds in real words (reading) 5) copying words 6) spelling dictation 7) reading stories written with words/spellings taught so far. Lessons are cumulative. Each lesson builds on the previous lesson and only contains words with the sounds and spellings the child has been taught. When lessons proceed at the recommended pace of 3 lessons per week, most children become excellent readers, writers, and spellers in about 20-25 weeks. For classroom teachers, lessons will take about one school year. It is advised that the later lessons (last set) be reviewed at the start of first grade. Research results. A study on two kindergarten classrooms was carried out at the Willows School In Los Angeles. Most children could not read at the start of school. When they were tested at the end of the year, 42% scored in the top 1% in the nation, and 75% scored in the top 10%, based on test norms. All but one child scored well above “average.” There are two components to this program. The complete program must include both books. • The Sound Steps to Reading Handbook contains all lessons, all exercises and worksheets. • The Sound Steps to Reading Storybook contains the full text of the story fragment that begins each lesson.
From cooing in the crib to first words and sentences, to stories and the final big leap into reading and writing, Growing a Reader from Birth reviews the latest research revealing just how much infants, toddlers, and preschoolers know and can express from the early months on. In chapters that cover each year of a child's language growth, seasoned researcher Diane McGuinness links this new knowledge of how babies first perceive and produce language to her own innovative program for children's later mastery of reading. McGuinness charts how a child initially makes sense of the world of sounds and symbols and then progresses from recognizing and decoding words to developing a vocabulary and using it to become a good listener, an expert reader, and an eloquent speaker. McGuinness also underscores the important role of a child's parents in healthy language development, giving tips and pointers on how parents can best facilitate a child's learning. The past decade has been prolific in the knowledge gained about language development and the parents' pivotal role. It is incontrovertibly clear that without parents' verbal outpourings, language development cannot occur normally and may even shut down altogether. Full of fascinating insights into infant behavior, Growing a Reader from Birth not only illuminates the stages of language learning in children but also wisely counsels parents on how to maximize interactions with their children and be a positive force in nurturing their child's language from day one. Book jacket.
Allographs II Student Workbook The Student Workbook provides exercises and a special dictionary to teach how syllables are compounded in multisyllable words, as well as the spelling patterns used in a variety of prefixes and suffixes. Over three thousand multisyllable words are included in the lessons.
Allographs* Allographs is a revolutionary spelling program based on new discoveries about the structure of the English writing system. Research by the author has revealed that about 90% of words in print are represented by 176 spellings. When these spellings are taught in an orderly way, consistent with the logic of an alphabet code, students of any age can learn to read and spell with relative ease. Allographs lessons are partially scripted and no special training is required to teach this program. Lessons are designed to work for all ages and in any setting ranging from home tutoring to the classroom. Lessons are set out in two programs. Allographs I teaches spellings for common English words up to 3 syllables long. It is designed for students with a reading/spelling age of 7 to 8 years who have some knowledge of basic phonics. Allographs I consists of a Teacher Manual, a Spelling Dictionary with 3,000 words, and a Workbook/Storybook. Allographs II focuses on multi-syllable words and the Latin layer of the spelling code. It is suitable for students with a reading/spelling age of 8 years or higher. Allographs II consists of a Teacher Manual and a student Workbook/Dictionary containing over 3,000 words. NOTE: Allographs uses the spelling standard for U.S. and Canada. A supplement containing UK spellings is provided in the Teacher Manual. *Allographs: All the written symbols (spelling patterns) to mark each sound in a language.
Hip-hop started on the streets of New York with African American youths in the 1970s. But with its strong beats and raw lyrics, it quickly spread across the country. It became the music of a generation of young Americans. But hip-hop is more than just music. It's a lifestyle. It's also big business. When Interscope Records was formed in 1990, the company's founders saw an opportunity. Young people loved the energy of hip-hop. Interscope gave rappers like Eminem and 50 Cent their start—and it paid off. Today, Interscope is a multimillion-dollar company that handles all kinds of music. There were setbacks on the way to success. But whether it was Lady Gaga or the Black Eyed Peas, Interscope always managed to find a star!
This practical resource shows what teachers can do to combat disadvantage and underachievement in schools and from early years to secondary education. Written by an experienced teacher, teacher educator and chartered psychologist, the book highlights effective teaching and learning methods that can be used to overcome barriers to learning, satisfy different learning needs and help students achieve their full potential. Packed with up-to-date research, useful guidance and examples, the book explores what schools have done and what they can do without need for extra resourcing. It includes case studies that examine the types of underachievement patterns that are found across age ranges and, by detailing approaches in subject teaching, defines the nature of effective learning and shows what strategies can be used to meet these criteria. Moreover, the chapters provide: An exploration into the central needs of underachieving and disadvantaged learners across the ability range Information about how to audit the provision and the needs Accessible resources for the classroom changes that need to be made to the education and training of teachers Tackling Disadvantage and Underachievement in Schools is essential reading for teachers in early years education and primary and secondary schools, teachers in training and their educators, as well as leaders, policymakers, researchers and anyone interested in improving performance in schools.
With practical advice that can be immediately applied to a higher education setting, Teaching for Learning Gain in Higher Education provides materials and methods specifically designed to improve teaching, learning and assessment for students in higher education through student-centric methods. Considering how to improve students’ learning strategies and thus their learning gain, this book answers key questions about how students can be helped to construct meaning and their own knowledge and knowledge hierarchies. Based on education and psychological theory, it examines nine cognitive approaches that have been tried and tested, and explores how motivation can be both set up and maintained. Unpacking the concept of learning gain to be both accessible and constructive, this book includes chapters on: The nature of higher learning gain and how programmes have achieved it. Theories and practice of teaching and learning in higher education. Problems and issues for distance and blended learning programmes. Strategies to promote learning gain in higher education. Teaching for Learning Gain in Higher Education fully explores the nature of self-regulated learning and how it can be promoted and maintained to improve student learning. This book is ideal reading for anyone involved in teaching in higher education.
This book explores in detail the novels written by Emyr Humphreys during a timespan of over fifty years, from his first, A Little Kingdom, published in 1946, to The Gift of a Daughter, published in 1998. An early chapter comprises a literary biography with the following chapters devoted to: the early novels including A Toy Epic; a separate examination of Outside the House of Baal, considered by many to be his finest achievement; his use of Celtic myth as a patterning device; similarly his use of Welsh history is covered in 2 chapters; and finally his use of various postcolonial strategies. It also contains an extensive bibliography of work by and about Emyr Humphreys.
This ground-breaking book argues that spelling and writing need to be given more consideration in teaching and remedial settings especially if dyslexic pupils are to be helped back up to grade level, and other pupils are to make more effective, quicker progress. Helping teachers and student-teachers to understand the valuable contribution spelling and handwriting makes to literacy development in primary and secondary schools, this book shows them how to overcome existing barriers to learning. Chapters cover key topics such as: the nature of spelling and the impact of the National Literacy Strategy the strengths and weaknesses of existing schemes for handwriting the definitions of dyslexia and how common spelling errors by dyslexics are made making effective links between strategic assessment and strategic interventions in schools problem-based learning, underpinned by plenty of casestudies and real life classroom examples. Written by a well-known author in the field of literacy and dyslexia, this is a core text that will interest teachers, teacher educators, and undergraduate and postgraduate students in education and inclusion.
Many pupils with dyslexia have poor spelling and handwriting, even when their reading is adequate. This practical yet evidence-based book shows teachers who work with pupils with dyslexia how they can effectively address these areas of weakness. Diane Montgomery introduces her popular Cognitive Process Strategies for Spelling (CPSS) and provides guidance on how this direct action can be successfully used in both primary and secondary contexts. The book describes dyslexia-friendly approaches in Logographic, Alphabetic and Orthographic phases – ‘the three faces’ of dyslexia. Best literacy practice for all children is illustrated in a developmental reading and spelling approach, handwriting as a support to literacy teaching is explained and strategies for overcoming handwriting difficulties are detailed from Reception onwards. Dyslexia-friendly Strategies for Reading, Spelling and Handwriting is full of new research, case examples and practical methods that have been tried and tested in the classroom. This is a must-read guide for all teachers and SENCOs in primary and secondary settings working with pupils with dyslexia.
This collection of reports from the field is an opportunity for librarians to learn from the experience of others involved in technically diverse digital library archive projects. It offers project planners, metadata librarians, systems and technical services librarians, and catalogers a problem-solving approach and real-world supplement.
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